Closed captioning transcript for the Hillsborough County School Workshop from December 13th, 2016, 9:00 A.M.

(SOUNDING GAVEL). 

>>WE WILL BE TALKING TODAY ABOUT LANGUAGE ARTS MATH MAT EX- WE ARE WAITING FOR SEVERAL BOARD MEMBERS WHO WILL BE COMING IN. BUT WE HAVE THREE BOARD MEMBERS PRESENTLY HERE. SO MRS. AGRESTA, I WILL TURN IT OVER TO YOU. >>

 GOOD MORNING, MADAM CHAIR, BOARD MEMBERS, SUPERINTENDENT AND STAFF. FIRST, I WANT TO THANK YOU FOR GIVING US THE OPPORTUNITY TO PRESENT TO YOU TODAY. THERE IS REALLY A GREAT DEAL OF INFORMATION THAT THE DIVISION OF TEACHING AND LEARNING COULD PRESENT IN REGARDS TO SPRINGBOARD TEXTBOOK AND LANGUAGE ARTS AND MATH. THERE'S ACTUALLY JUSTIFY TO COPY US HERE ALL DAY. BUT WE CREATED A PRESENTATION THAT RESPONDS TO THE MOST FREQUENTLY HEARD COMMENTS AND QUESTIONS. IT INCLUDES DATA, FACTS, OPINIONS, FINANCIAL CONSIDERATIONS, AND OPTIONS FOR OUR FUTURE. AND ALL IN ABOUT 25 MINUTES. WE ARE PRESENTING AS A TEAM. BECAUSE THERE ARE DIFFERENT PEOPLE WITHIN THE DIVISION OF TEACHING AND LEARNING WHO HAVE A SPECIFIC KNOWLEDGE OR EXPERIENCE TO BEST ADDRESS CERTAIN AREAS. SO BECAUSE WE HAVE SOME NEW BOARD MEMBERS OR PERHAPS PEOPLE BATCHING FROM HOME I WOULD LIKE TO INTRODUCE OUR PRESENTERS. I'M ELIZABETH AGRESTA, THE CHIEF ACADEMIC OFFICER. WE HAVE ERIC BURG HOME, OF ADVANCED ACADEMICS. MARY NUVAR FOR ENGLISH. ELIZABETH BROWN, OUR SUPERVISOR FOR HIGH SCHOOL ENGLISH. MICHAEL SMITH, OUR SUPERVISOR FOR HIGH SCHOOL MATH. JANET SPENCE, OUR INSTRUCTIONAL LEADERSHIP DIRECTOR FOR MIDDLE SCHOOL. NICOLE BINDER, OUR MANAGER FOR ASSESSMENT AND ACCOUNTABILITY. TAMMY DEARY, OUR SUPERVISOR FOR MIDDLE SCHOOL MATH. AND LESLIE GRANICH, OUR INSTRUCTIONAL LEADERSHIP DIRECTOR FOR HIGH SCHOOL. THANK YOU. >>

 GOOD MORNING. IN TODAY'S PRESENTATION ON SPRINGBOARD WE ARE GOING TO SHARE WITH YOU INFORMATION ABOUT HOW THE PROGRAM IS IMPLEMENTED, HOW IT CAME TO HILLSBOROUGH COUNTY IN THE FIRST PLACE, WHAT TEACHERS ARE SAYING ABOUT SPRINGBOARD IN THE FORM OF TEACHER VOICE, DATA REVIEW OF STUDENTS AND HOW THEY ARE DOING FROM THE ASSESSMENT, AND OPTIONS AS WE MOVE FORWARD AS MRS. AGRESTA JUST POINTED OUT. BRIEFLY TO RECAP THE DISTRICT'S USE OF SPRINGBOARD AS A TEXTBOOK. IN 2007 OUR DISTRICT RECEIVED THE ACCELERATED GRANT FROM THE BILL AND MELINDA BOARD. THAT GRANT WAS TO INCREASE THE NUMBER AND DIVERSITY OF STUDENTS IN HONORS AND AP CLASSES AT FOUR OF OUR HIGH SCHOOLS, EAST BAY, LETO, MIDDLETON, PLANT CITY. SPRINGBOARD WAS THE TEXT FOR ENGLISH AND WAS TO BE USED AS A SUPPLEMENTAL TEXT IN MATHEMATICS AT THOSE SCHOOLS. AFTER A YEAR OF IMPLEMENTATION IT WAS DECIDED BY THE SUPERINTENDENT TO TAKE SPRINGBOARD TO ALL MIDDLE AND HIGH SCHOOLS, MAKING IT THE PRIMARY TEXT FOR ENGLISH, IN GRADE 6 THROUGH 12 AND CONTINUE TO BE A SUPPLEMENTAL TEXT IN MATHEMATICS IN GRADES 6 THROUGH 12. TWO YEARS AGO THE SUPERVISORS IN MATHEMATICS MADE SPRINGBOARD THE PRIMARY TEXT IN SELECTED HIGH SCHOOL AND MIDDLE SCHOOL MATH CLASSES. >>

 GOOD MORNING. BEFORE WE GET INTO ANY ADDITIONAL SPECIFICS I WANTED TO CLARIFY A COMMON MISCONCEPTION OR CONFUSION IN USING THE WORDS CURRICULUM AND TEXTBOOK INTERCHANGEABLY. WHEN A CURRICULUM ACTUALLY INCLUDES ALL OF THE STATE STANDARDS ASSIGNED TO A PARTICULAR COURSE IT INCLUDES ANY LESSONS OR UNITS OF STUDY THE TEACHER MAY IMPLEMENT TO HELP MONITOR INTELLIGENCE ANY ASSESSMENTS, RESOURCES, ADDITIONAL MATERIALS, AND A TEXTBOOK IS JUST A SINGLE RESOURCE THAT CAN BE USED TO SUPPORT A CURRICULUM BY A TEACHER. SO I WANTED TO SHARE WITH YOU ALL WHERE IT'S CURRENTLY BEING USED ACROSS OUR DISTRICT. FROM THE TOP OF THE SLIDE YOU WILL SEE OUR MIDDLE SCHOOL COURSES, ENGLISH, LANGUAGE, ARTS AND MATH, AND USED AS A PRIMARY RESOURCE IN ALL OF OUR MIDDLE SCHOOL LANGUAGE ARTS COURSES GRADES 6 THROUGH 8 OR MJ LANGUAGE ARTS 1-3 AS WELL AS OUR ADVANCED CLASSES. IF YOU LOOK AT THE TO RIGHT YOU WILL SEE THAT SPRINGBOARD IS USED AS THE PRIMARY RESOURCE IN OUR 7th GRADE ADVANCED MATH COURSES. HOWEVER, IT IS EMBEDDED IN THE REMAINING COURSES LISTED ON THE TO RIGHT. NOW, IF YOU WILL TRANCINGS TO THE -- TRANSITION TO THE BOTTOM OF THE SLIDE YOU WILL SEE WHERE SPRINGBOARD IS USED IN HIGH SCHOOL COURSES. ON THE BOTTOM LEFT FOR ENGLISH CLASSES ITS USED IN ENGLISH 1-4, ENGLISH 1-4 HONOREDED ANSWER COLLEGE PREP AS THE PRIMARY RESOURCE. AT THE BOTTOM RIGHT FOR HIGH SCHOOL MATHEMATICS COURSES SPRINGBOARD IS USED AS THE PRIMARY RESOURCE, AND OUR HONORS MATHEMATICS CLASSES AS WELL AS PRECALCULUS AND ALSO EMBEDDED IN THE COURSES LISTED ON THE BOTTOM RIGHT OF THE SCREEN. >>

 GOOD MORNING. ANOTHER TERM THAT'S REALLY IMPORTANT WHEN WE ARE TALKING ABOUT TEXTBOOKS AND THEIR USE IN CLASSROOMS IS THE TERM ALIGNMENT. GENERALLY SPEAKING, WHEN WE TALK ABOUT ALIGNMENT, WE START WITH A STANDARD. WE LOOK AT WHAT THE STATE OR THE DEPARTMENT IS ASKING STUDENTS TO KNOW AND ARE ABLE TO BE ABLE TO DO AT THE END OF A COURSE OR THE END OF A UNIT. WE THEN LOOK AT ASSESSMENT ITEM TO SEE HOW THE STUDENTS WILL BE MEASURED AND HOW WELL THEY HAVE LEARNED TO DO OR MASTER THAT STANDARD. FINALLY, WE COMPARE THOSE WITH THE ACTIVITIES THAT THE STUDENTS PARTICIPATE IN DURING CLASS. SO HERE YOU HAVE AN EXAMPLE. WE LOOK AT THE FLORIDA STANDARD, LAFS 1.2 FOR 8th GRADE IS ASKING STUDENTS TO DETERMINE A THEME OR CENTRAL IDEA OF A TEXT, AND ANALYZE THAT DEVELOPMENT OF THE THEME OVER THE TEXT. THE FSA ITEM WHICH IS OUR FLORIDA STANDARDS ASSESSMENT ITEM IS FROM 8th GRADE AS WELL. IN PART A IT'S ASKING THE STUDENTS TO IDENTIFY WHAT THEME IS SUGGESTED WITHIN THE TEXT, AND THEN IN PART B, TO IDENTIFY THE TEXT ACTUAL EVIDENCE THAT BEST SUPPORTS OR EXPLAINS THAT THEME. WHEN WE LOOK BACK AT THE SPRINGBOARD ACTIVITY, AGAIN, ON THE LEFT-HAND SIDE, YOU CAN SEE WHAT STUDENTS ARE BEING ASKED TO DO IN THE CLASS. AFTER READING A TEXT IS TO WRITE A THEME STATEMENT THAT EXPRESSES WHAT HAS BEEN OCCURRING IN THE TEXT, AND THEN TO USE EXAMPLES FROM THAT TEXT IN ORDER TO SUPPORT THEIR THINKING. THIS IS JUST AN EXAMPLE OF AN ACTIVITY THAT ALIGNS TO A STANDARD. >>

 THE NEXT SLIDE IS THE MATHEMATICS. YOU WILL SEE THERE'S A FLORIDA STANDARD WRITTEN ON THE LEFT-HAND SIDE. THE KEY PART IS WHAT'S HIGHLIGHTED THERE TO DETERMINE THE RATE OF CHANGE. AND IN THE PAST WE HAVE NEVER USED THE WORD RATE OF CHANGE IN MATHEMATICS AT ALL. THESE PART AFTER NEW STANDARD. HERE IS AN EXAMPLE. THE SPRINGBOARD ACTIVITY COMPARED TO AN FSA SAMPLE ITEM, AND THE GRAPHICAL REPRESENTATIONS ARE VERY SIMILAR, AND THE TYPE OF QUESTION THAT'S ASKED IN BOTH OF THEM IS RELATED TO RATE OF CHANGE TO DETERMINE IF SOMETHING IS LINEAR OR NOT, YOU HAVE TO UNDERSTAND WHAT AVERAGE RATE OF CHANGE IS ALL ABOUT SO BOTH OF THESE QUESTIONS DO KIND OF MEET THE NEEDS OF THAT STANDARD, AND THAT'S HOW IN THE SPRINGBOARD BOOK IT'S WRITTEN COMPARED TO THE FSA, AND THEY ARE VERY SIMILAR THROUGHOUT ALL OF THE STANDARDS. >>

 GOOD MORNING. SO THIS SECTION IS ABOUT TEACHER VOICE, AND IT IS THE DIRECT RESULT OF THE SPRING -- THE BOARD SPRING WORKSHOP THAT WAS HELD ON SPRINGBOARD. THAT'S A LITTLE BIT OF A TONGUE TWISTER THERE. WE WERE CHARGED WITH COLLECTING ADDITIONAL INFORMATION TO EVALUATE THE EFFECTIVENESS OF THE SPRINGBOARD TEXT. SO WE TURNED TO OUR TEACHERS WHO ARE EXPERTS IN FIELD, AND THE OFFICE OF TEACHING AND LEARNING CONDUCTED A TEACHER FORUM WHERE REPRESENTATIVES FROM MIDDLE SCHOOL AND HIGH SCHOOLS HAD THE OPPORTUNITY TO MEET DIRECTLY WITH SPRINGBOARD DEVELOPERS AND TO PROVIDE SOME RECOMMENDATIONS AND FEEDBACK THAT COULD THEN ENHANCE THE PRODUCT. SUBSEQUENTLY WE CONDUCTED ONLINE SURVEYS WITH ELA AND MATHEMATICS TEACHERS. THERE WERE A THOUSAND 59 ELA TEACHERS WITH 49% RESPONDING AND 556 MATH TEACHERS WITH 45 RESPONDING. SO THESE NEXT TWO SLIDES ARE GOING TO BE THE SLIDES THAT WILL SHOW YOU THE RESULTS AND FEEDBACK THAT WE RECEIVED, JUST HIGHLIGHTING SOME OF THE MAJOR BARRIERS AND BENEFITS. SO FIRST THE BARRIERS. LET'S START WITH THE MIDDLE BOX. BOTH ELA AND MATHEMATICS TEACHERS EXPRESSED FRUSTRATION WITH THE DIGITAL RESOURCES. THEY FOUND THAT THE ACCESS WAS NOT RELIABLE, AND THAT THE NAVIGATION WAS CUMBERSOME SO THEY REQUIRED MANY CLICKS TO GET TO THE SECTION THEY WERE ATTEMPTING TO GET TO. WE ALSO FOUND AN UNDERLYING THEME THAT THERE WAS NOT SUFFICIENT SUPPORT FOR OUR ELL STUDENTS AS WELL AS OUR STRUGGLE STUDENTS AND IT REQUIRED A LOT OF SUPPLEMENTAL RESOURCES. SO THAT WAS AN UNDERCURRENT THAT WE SAW ACROSS THE BOARD. SO GOING TO THE LEFT BOX TO THE LEFT FOR ELA TEACHERS SPECIFICALLY, THEY NOTED A LACK OF VOCABULARY ACTIVITIES AS WELL AS GRAMMAR PRACTICE AND FOUNDATIONAL SKILLS. NOVELS AND OTHER READING MATERIALS, TEACHERS STATEED DID NOT SUFFICIENTLY MEET THE NEEDS OF THEIR STUDENTS. OVER TO THE BOX ON THE RIGHT FOR MATHEMATICS, THERE WAS CLEARLY AN UNDERCURRENT OF FRUSTRATION WITH THE COMPLEXITY AND THE VOCABULARY. THEY FOUND THAT THERE WAS A LACK OF PRACTICE OPPORTUNITIES AND SUPPORT MATERIALS. SO MOVING TO THE SLIDE WITH THE BENEFITS, AGAIN GOING TO THE BOX IN THE CENTER BOTH ELA AND MATHEMATICS TEACHERS REPORTED IT WAS RIGOROUS AND CHALLENGING COURSE WORK. THEY SAID THAT IT WAS GOOD STRUCTURE AND GUIDANCE FOR TEACHING THE FLORIDA STANDARDS. THE CONSUMEABLES AND THE FACT THE BOOKS WERE CONSUMABLE AS WELL AS PORTABLE WAS A QUALITY THAT THEY FOUND WORKED WELL FOR STUDENT. SO YOU GO OVER TO THE LEFT UNDER ELA AND WE HAD TEACHERS THAT STATED THAT IT WAS FLEXIBLE, THAT IT WAS ADAPTABLE AND THAT IT ALLOWED FOR DIFFERENTIATION. SO YOU WILL START TO SEE THE INCONSISTENCIES, WHICH IS WHAT WE HAVE NOTED EARLIER, AS WELL AS THEY STATED THERE WERE A VARIETY OF ACTIVITY AND RESOURCES. LIKEWISE THE MATHEMATICS TEACHERS REPORTED THAT THERE WERE REAL WORLD ACTIVITY THAT MADE LEARNING RELEVANT, AND THAT THERE WAS ALSO -- THEY ALSO FOUND VALUE IN THE GROUP COOPERATION AND COLLABORATIVE NATURE OF THE ACTIVITIES. SO, WHAT WE SEE ARE INCONSISTENCIES INGROWN GROUP SIS IN THE WAY THEY RECEIVE THIS CURRICULUM -- EXCUSE ME, THIS TEXT. SO AS WE START TO IDENTIFY WHAT HAS BEEN IDENTIFIED AS BARRIERS AND THE INCONSISTENCIES IDENTIFIED AS BARRIERS AS WELL AS BENEFITS, WE REALIZE THAT THERE'S PROBABLY NO SINGLE TEXT THAT IS GOING TO MEET THE NEEDS OF EVERY SINGLE TEACHER'S INSTRUCTIONAL STYLE AND/OR SKILL LEVEL. AND YET THE TEACHERS ARE CHARGED WITH MEETING THE NEEDS OF EVERY SINGLE STUDENT. THE OFFICE OF TEACHING AND LEARNING TAKES THIS VERY SERIOUSLY AND WE ARE SERIOUS ABOUT PROVIDING TEACHERS WITH WHAT THEY NEED TO REACH ALL OF OUR STUDENTS. SO MARY IS GOING TO PROVIDE AN OVERVIEW OF OUR RESPONSE TO THESE FINDINGS. >>

 SO IF YOU TAKE A LOOK AT THIS SCREEN PICTURED ABOVE, WE HAVE HIGHLIGHTED SOME OF THE WAYS THE SUPERVISOR AND HIGH SCHOOL AND MIDDLE SCHOOL SUPERVISORS RESPONDED TO THE FEEDBACK. USING TEACHERS FEEDBACK REVISED AND REVIEWED ALL OF OUR PLANNING GUIDES TO HELP TEACHERS BETTER MEET THE NEEDS OF THEIR STUDENTS AND ALLOW FOR MORE FLEXIBILITY. WE HAVE ALSO, USING TEACHERS ON SOME OF COLLABORATION, HAVE CREATED SUPPLEMENTAL LESSONS, SPECIFICALLY TO PROVIDE ADDITIONAL OPPORTUNITIES TO PRACTICE FOUNDATIONAL SKILLS, AS WELL AS TO ALLOW FOR DIFFERENTIATING AND MEETING THE NEEDS OF STUDENT. WORKING WITH ERIC BURGHOLME'S OFFICE AND SPRINGBOARD, WE PROVIDED ADDITIONAL DEVELOPMENT IN RESPONSE TO TEACHER REQUESTS. THIS PAST SUMMER IN ELA, WE PROVIDED SESSIONS SPECIFICALLY FOCUSED ON THE SPRINGBOARD DIGITAL COMPONENT THAT TEACHERS FIND A LITTLE DIFFICULT TO NAVIGATE. I'M ALSO HAPPY TO SAY THAT WE NOW HAVE ACCESS TO SPRINGBOARD TECH HELP THROUGH A HOTLINE. ALSO AN E-MAIL. AND IF TEACHERS WANT TO, THEY CAN GO TO THE COMMUNITY AND THERE IS A DIGITAL HELP SECTION WHERE THEY CAN POST THEIR QUESTIONS, ALL OF WHICH PROVIDES THEM WITH VERY TIMELY RESPONSE SO THEY GET FEEDBACK IMMEDIATELY. THEY CAN SEE IF IT'S A PROBLEM ACROSS THE NATION OR IF IT'S JUST SOMETHING WITH PERHAPS OUR LOCAL I.T. DEPARTMENT BY GOING THROUGH THOSE RESOURCES. FINALLY WE HAVE AN OPEN LINE OF COMMUNICATION WITH THE SPRINGBOARD DEVELOPERS, AND THEY REALLY LISTEN TO OUR TEACHER FEEDBACK, AND COLLABORATION WITH THEM HAS RESULTED IN PRODUCT REVISIONS AND PRODUCT ENHANCEMENT. AND I WOULD LIKE TO OUTLINE TWO OF THOSE ON THE NEXT SLIDE. SO THE FIRST ONE, WE ARE EXCITED WE ARE PILOTING THIS YEAR AT TWO LOCAL MIDDLE SCHOOLS, BOTH MEMORIAL AND LIBERTY. IT'S A VERSION OF THE SPRINGBOARD TEXTBOOK CALLED ENGLISH LANGUAGE DEVELOPMENT, OR ELD. THIS BOOK IS INTENDED PRIMARILY TO HELP MEET THE NEEDS OF STUDENT WHO FIRST LANGUAGE IS NOT ENGLISH. AND RATHER THAN ENTIRE UNITS OF INSTRUCTION WITH A MULTITUDE OF TEXT, IT FOCUSES ON THREE CORE RICH ANCHOR TEXTS WHICH ALLOWS THE TEACHER MORE TIME TO FOCUS ON STANDARDS-BASED INSTRUCTION BUT ALSO HAS AN ADDED COMPONENT OF EMBEDDING LANGUAGE DEVELOPMENT STANDARD AS WELL. SO THEY REVISED THE ASSESSMENTS WITHIN THIS VERSION OF THE SPRINGBOARD TEXTBOOK SO THAT THE TEACHER CAN PROGRESS MONITOR, NOT ONLY TOWARD OUR STATE STANDARDS BUT ALSO LANGUAGE DEVELOPMENT STANDARDS AS WELL. AND ALTHOUGH THIS IS INTENDED PRIMARILY FOR OUR ELL STUDENT, IT IS ALSO SOMETHING THAT CAN WORK WITH OUR STUDENTS AND EXCEPTIONAL EDUCATION CLASSES AND OUR STRIVING LEARNERS AS WELL. SO WE ARE SUPER EXCITED TO BE HEARING POSITIVE FEEDBACK FROM THE TEACHERS WHO ARE CURRENTLY USING THAT IN THEIR ELOS THROUGH LANGUAGE ARTS COURSES. THE SECOND DEVELOPMENT NEW THIS AUGUST AND WENT LIVE WAS CALLED ZINC LEARNING LABS. I KNOW THIS IS PROBABLY IN RESPONSE TO TEACHERS A CROWS THE NATION ASKING FOR MORE SUPPORT IN VOCABULARY DEVELOPMENT AND MORE SUPPORT IN READING, TO ALLOW FOR DIFFERENT OPTIONS. SO ZINC READING LABS HAS TWO COMPONENTS, A READING COMPONENT THAT PROVIDES TEACHERS WITH ADDITIONAL ARTICLES THEY CAN INCORPORATE INTO THEIR INSTRUCTION, ADDITIONAL STORIES. EACH OF THOSE TEXTS THAT ARE INCLUDED ON THE ZINC PLATFORM COMB WITH READING QUESTIONS THAT ARE ALIGNED TO THE STANDARDS, COME WITH A WRITING PROCESS, TEXT BASED SO THAT TEACHERS IF THEY CHOOSE TO UTILIZE THAT TEXT HAVE RESOURCES ALREADY CREATED AT THEIR DISPOSAL. THE SECOND PART OF THE ZINC LEARNING LABS IS VOCABULARY INSTRUCTION. THEY HAVE CREATED VOCABULARY LISTS THAT ALIGN ABOUT THE UNITS SPRINGBOARD, ALIGNED WITH THE TEXT, ALIGNED WITH THE NOVELS THAT ARE INCORPORATED, BUT IT'S A NATIONAL PLATFORM, SO OTHER NOVELS, OTHER TEXTS ARE ALSO INCLUDED IN THOSE VOCABULARY LISTS. THERE'S A FOUNDATIONAL LIST AND FUNDAMENTAL WORDS, IF YOU WANTED TO SORT OF BACKTRACK AND MAKE SURE STUDENTS HAVE THE ACADEMIC VOCABULARY TO BE SUCCESSFUL IN THE MIDDLE GRADES, AND TEACHERS CREATED THEIR OWN VOCABULARY LIST AS WELL. THE COOLEST PART ABOUT IT AND WE ARE GETTING THE RAVE REVIEWS ABOUT RIGHT NOW IS IT INCLUDES GAMIFICATION SO IT'S KIND OF LIKE A GAMING STYLE, SO OUR KIDS WHO LIKE VIDEO GAMES REALLY LIKE THE POINT SYSTEM. SO THEY EARN POINTS AND CREDITS AND THEY CONSTANTLY GOAT SEE AND TRACK THEIR PROGRESS AS THEY ARE WORKING THROUGH THEIR VOCABULARY GAMES. SO WE RECEIVED VERY POSITIVE FEEDBACK. AND TEACHERS HAVE ACCESS TO REPORTS SO THEY CAN MONITOR STUDENT PROGRESS IN THE VOCABULARY DEVELOPMENT AND THE DEVELOPMENT IN THE READING STANDARDS. >>

 GOOD MORNING. I'M GOING TO BRIEFLY HIGHLIGHT DATA CROSS GRADE LEVEL THAT USE SPRINGBOARD. AS YOU CAN SEE, STUDENTS ARE MAKING GAINS IN ENGLISH LANGUAGE ARTS OR ELA. WHILE WE WOULD LIKE TO SEE THE PERCENTAGES A BIT HIGHER, THEY ARE SHOWING GROWTH IN ELA. SOME THINGS TO REMEMBER FOR BOTH ELA AND MATHEMATICS IS FIRST THIS IS THE NEW TEST. THE DATA THAT'S REPRESENTED HERE IS ONLY FOR THE FIRST TWO YEARS OF THE ASSESSMENT. THIS IS ACTUALLY ONLY THE THIRD YEAR THAT THE TEST IS GOING TO BE ADMINISTERED. ANOTHER PIECE IS THAT THESE ITEMS ARE MUCH MORE RIGLESS THAN THE ITEMS THAT WERE ON FCAT SEVERAL YEARS BACK. SO OUR STUDENTS NEED MUCH MORE EXPOSURE TO THESE ITEMS. AND SO WE CAN MEASURE THEIR FULL POTENTIAL. TO SUPPORT CONTINUED GROWTH AS WE SEE HERE, WE NEED DIRECTION FROM THE OFFICE OF TEACHING AND LEARNING, PROMOTING FLEXIBILITY AND GUIDANCE, WHICH IS NEEDED. THE NEXT SLIDE REPRESENTS MATHEMATICS. SPECIFICALLY, IF YOU NOTICE, THE 68% IN 7th GRADE IS HIGHLIGHTED BECAUSE WE SAW GREAT GROWTH IN MATHEMATICS AT THAT GRADE. IT'S IMPORTANT TO SEE THAT 20%, THE STUDENTS SAW 20% HIGHER GROWTH POINTS OVER THEIR PEERS. I WANT TO HIGHLIGHT ONE PIECE ABOUT 8th GRADE, ONLY HALF OF THEM PARTICIPATE ON THE 8th GRADE MATHEMATICS TEST. THE OTHER HALF OF THE STUDENTS ARE CURRENTLY ENROLLED IN ALGEBRA AND TAKE THE ALGEBRA AND COURSE ASSESSMENT INSTEAD. NOW EOCs. YOU WILL NOTICE HERE THE FINAL GRAPH SHOWS THAT STUDENTS TAKING THE END OF COURSE ASSESSMENTS OR EOCs ARE PERFORMING BETTER THAN THEIR PEERS ACROSS THE ENTIRE STATE OF FLORIDA AT EVERY TESTED MATHEMATICS STATE TEST THAT IS OFFERED. THE ONLY CONTENT THAT IS NOT TESTED BY STATE ASSESSMENT THAT SPRINGBOARD IS IN IS THE PRECALCULUS COURSE. NOW MARY AND TAMMY WILL DISCUSS THE REVIEWS REGARDING SPRINGBOARD TEXTS. >>

 SO TV BEE ALSO SAW ASSESSMENT THAT WAS COMPLETED FOR THE SPRINGBOARD TEXTBOOK AT THE MIDDLE GRADES, GRADES 6 THROUGH 8. THIS WAS CONDUCTED BY ED REPORTS, A NONPROFIT CORPORATION THAT EVALUATION INSTRUCTIONAL MATERIALS ACROSS THE NATION. THEY HAVE NOT YET COMPLETED AN ASSESSMENT OF THE HIGH SCHOOL SPRINGBOARD TEXTBOOK. ALSO ON THE SCREEN YOU WILL NOTICE WE HAVE H AND H COLLECTION. THAT'S THE ONLY STATE-ADOPTED TEXTBOOK THAT HAS ALSO BEEN EVALUATED BY ED REPORTS SO WE HAVE INCLUDED THAT BY COMPARISON. IF LOU AT THE GRAPHIC I WANT TO FIRST EXPLAIN THE TWO COMPONENTS THAT ARE ASSESSED. THE TO ONE IS TEXT QUALITY AND COMPLEXITY WHICH IS LOOKING AT THE QUALITY OF THE CORTEX THAT ARE INCLUDED AS WELL AS LOOKING AT WHETHER THE TEXTS ARE RIGLESS AND MEET GRADE LEVEL STANDARDS AND FOR STUDENTS. ALSO IT IS ASSESSING THE ALIGNMENT OF THOSE TEXTS TO OUR STATE STANDARD, THE LANGUAGE ARTS FLORIDA STANDARDS. THE SECOND COMPONENT IF YOU LOOK SORT OF AT THE BOTTOM PART OF THE GRAPHIC YOU WILL NOTICE IT SAYS BUILDING KNOWLEDGE WITH TEXT VOCABULARY AND TASK. SO AGAIN IT'S ASSESSING THE TEXTBOOK OF SPRINGBOARD AND ITS ABILITY TO HELP STUDENTS DEVELOP THEIR VOCABULARY, AND IT EVALUATES WHETHER THE TASK OR THE PERFORMANCE ITEMS INCLUDED IN THE BOOK AND WHETHER THEY ARE TEXT-BASED. SO ON THE LEFT SIDE OF THE SCREEN YOU HAVE SIXTH GRADE FOR SPRINGBOARD, AND YOU WILL NOTE THAT IN 6th GRADE, SPRINGBOARD EARNED A 31 OUT OF 36 WITH A 32 BEING MEETS THE STANDARD. SO A 31 FOLLOWING IN THAT MIDDLE RANGE OF PARTIALLY MEETING EXPECTATION. HENCE THE YELLOW COLOR ON THE GRAPH. IF YOU LOOK AT THE BOTTOM YOU WILL SEE THAT THEY EARNED A 22 OUT OF 32 FOR THE BUILDING KNOWLEDGE WITH A 28 OUT OF 32 BEING MEETS EXPECTATIONS. SO OVERALL AT THE BOTTOM YOU CAN SEE THE THREE POSSIBILITIES FOR MEETING EXPECTATIONS, PARTIALLY MEETING, AND DOES NOT IN THE 6th GRADE IS RATED AS PARTIALLY MEETING EXPECTATIONS. IF YOU LOOK OVER ON THE RIGHT SIDE WITH HMH YOU CAN SEE THEY FALL SLIGHTLY UNDER SPRINGBOARD AND THOSE SAME TWO COMPONENTS AT THE SIXTH GRADE LEVEL. I AM GOING TO FLIP TO THE 7th GRADE BOOK. 7th GRADE RECEIVED AN IDENTICAL REPORT OR SCORE AS THE 6th GRADE TEXTBOOK SO ALSO EARNING A 31 AND A 22 AND OVERALL ONLY PARTIALLY MEETING EXPECTATIONS. AND THEN IF YOU LOOK AT HMH COLLECTIONS THE 7th GRADE BOOK SCORED A LITTLE LOWER ON THE TOP COMPONENT BUT AN EQUAL SCORE ON THE SECOND COMPONENT. AND THEN WE'LL SPLIT TO OUR 8th GRADE. YOU WILL SEE A LITTLE GREEN ON THE SCREEN FOR SPRINGBOARD SO IT EARNED A 32 WHICH IS CONSIDERED MEETING EXPECTATIONS FOR THAT FIRST COMPONENT THAT THEY ASSESS. AND THEN IF YOU LOOK AT THE SECOND ONE FOR THE SECOND COMPONENT, THEY ASSESS IT EARNED A SCORE OF 24, STILL OVERALL EVEN WITH THE GREEN ONLY PARTIALLY MEETING EXPECTATIONS. AND THEN YOU WILL SEE 8th GRADE WITH HMH FALLING SLIGHTLY UNDER THE SPRINGBOARD RATING I DO ALSO WANT TO NOTE THAT TEXTBOOK COMPANIES AND NATIONAL ORGANIZATIONS HAVE VOICED CONCERNS THAT THIS ED REPORTS ONLY EVALUATES THE TEXTBOOK AND DOES NOT INCLUDE ANY SUPPLEMENTAL RESOURCES OR ANCILLARY THINGS SUCH AS DIGITAL WEBSITE AND THINGS OF THAT NATURE. >>

 GOOD MORNING. WE ARE GOING TO TAKE A LOOK AT THE MATHEMATICS PIECE FOR THE ALIGNMENTS RELATED TO THE SHIFTS IN MATHEMATICS AND THAT'S HOW ED REPORTS CHOSE TO EVALUATE THE BOOKS IN THEIR SYSTEM. SO WHEN WE LOOK AT THE FIRST SLIDE YOU ARE GOING TO SEE GRADE 7 AND YOU ARE GOING TO SEE SPRINGBOARD ON THE LEFT AND GO-MATH WHICH IS OUR ADOPTED TEXT ON THE RIGHT-HAND SIDE SO THAT IS WHY WE CHOSE TO COMPARE THOSE TWO SIDE BY SIDE. WHEN YOU LOOK AT SPRINGBOARD, THE FIRST PART IS ON THE FOCUS AND COHERENT. WHEN WE LOOK AT THE SHIFTS IN MATHEMATICS THE THREE PIECES THAT ED REPORTS LOOKED AT WERE THE FOCUS IN COHERENCE AND THEN IF THEY WERE ABLE TO ASSESS FURTHER THEY WENT TO USABILITY. SO WHEN YOU NOTICE ON THIS SLIDE FOR SPRINGBOARD, THE FOCUS AND COHERENCE IS AT A LEVEL SIX SO IT'S IN RED, BECAUSE IT DID NOT MEET THE EXPECTATIONS, ED REPORTS DID NOT GO FURTHER AND EVALUATE THE RIGOR IN MATHEMATICAL PRACTICES SO THAT'S WHY YOU DO NOT SEE A SCORE UNDERNEATH. THAT IS THE DECISION THAT IF THEY DON'T MEET THE EXPECTATIONS, THEY DON'T MOVE FORWARD IN THEIR EVALUATION. AND IF YOU LOOK ON THE RIGHT YOU WILL SEE THAT WE DO HAVE OUR ADOPTED TEXT THAT IS ALSO USED IN GRADE 7 WHICH IS THE GO MATH BOOK AND YOU WILL SEE THEY SCORED AN 8 SO THEY DID GET INTO THE RANGE OF PARTIALLY MEETING EXPECTATIONS, AND WHEN THAT OCCURS THEN THEY GO AHEAD AND LOOK AT THE RIGOR AND THE MATHEMATICAL PRACTICES. SO FOR GO MATH THEY DID GET A RATING OF 15. AND WE'LL GO AHEAD AND TAKE A LOOK AT THE ALGEBRA AS WELL SO YOU CAN SEE THE COMPARISON. SO THE ALGEBRA BOOK THAT WE COMPARED TO THE FOR OUR PRESENTATION TODAY IS THE GLENN CO THE ADOPTED ALGEBRA ONE TEXT FOR MIDDLE SCHOOL, ALGEBRA ONE AS WELL, AND COMPARED TO SPRINGBOARD AND CLINGCO, YOU WILL SEE WHAT HAPPENED THERE IS THAT BOTH BOOKS WHEN THEY WERE EVALUATED SCORED IN THE DOES NOT MEET EXPECTATIONS, BASED AGAIN ONLY ON THE TEXTBOOKS, AND WHEN THEY DO THAT, THEY DO NOT GO FURTHER INTO THE EVALUATION OF RIGOR AND MATHEMATICAL PRACTICES. >>

 GOOD MORNING. LET ME RECAP BRIEFLY. WE HAVE DISCUSSED THE SPRINGBOARD TEXTBOOK AND ITS ALIGNMENT TO THE FLORIDA STANDARDS. WE HAVE HEARD FROM OUR TEACHERS VOICES, BARRIERS AND BENEFITS AS THEY EXPERIENCE THE TEXTBOOK, AND WE DISCUSS THE DISTRICT'S RESPONSE TO THOSE BARRIERS. WE HAVE REVIEWED FSA, ELA AND END OF COURSE DATA AND HOW WE SEE OUR STUDENTS SHOWING GAINS, AND STATE COMPARATIVE DATA. LASTLY, WE REVIEW THE ED REPORTS OUTSIDE VIEW OF SPRINGBOARD IN THE MIDDLE SCHOOL COURSES. NOW, LET'S TAKE A FEW MOMENTS TO REVIEW WHAT WE BELIEVE ARE OUR OPTIONS MOVING FORWARD. TO BEGIN THIS DISCUSSION, I NEED TO GO OVER THE STATE OF FLORIDA'S INSTRUCTIONAL MATERIALS ADOPTION CYCLE. LET ME WALK YOU THROUGH WHAT YOU ARE LOOKING AT. EACH YEAR WE RECEIVE A BUDGET FROM THE STATE TO PURCHASE INSTRUCTIONAL MATERIALS. THESE FUNDS ARE BROKEN APART BY DIFFERENT SUBJECT MATTERS TO BALANCE OUT THE FUNDING OVER A FIVE YEAR TIME PERIOD. THE ADOPTION CYCLE IS A THREE YEAR PROCESS. THE FIRST YEAR THE STATE SENDS TEXTBOOK COMPANIES THE STATE STANDARDS AND SPECIFICATIONS THAT ALL BIDS MUST COMPLY TO, TO BE ELIGIBLE TO BE CONSIDERED. YEAR TWO, COMMITTEES IN OUR DISTRICT APPROVE STATE APPROVED -- REVIEW STATE APPROVED MATERIALS AND TEXTBOOKS. BOOKS ARE PURCHASED, TRAINING IS DONE, CURRICULUM IS DEVELOPED AND EXAMS ARE ALSO DEVELOPED. AND THEN YEAR THREE THE BOOK BECOMES DISTRICT TEXTBOOK AND THE TEACHERS BEGIN TO UTILIZE MATERIALS. LOOKING AT THIS CHART, WE ARE IN YEAR 2 OF SOCIAL STUDIES, AND YEAR ONE OF THE SCIENCE ADOPTION. I BRING THIS TO YOUR ATTENTION SO THAT WE CAN SEE THE PROCESS AND SEE THAT WE ARE SCHEDULED TO BEGIN OUR ADOPTION OF MATHEMATICS K-12 MATERIALS IN 2018-19 TO BE IN OUR SCHOOLS IN 19-20. THE K-12 ENGLISH LANGUAGE ARTS DISTRICT COMMITTEE REVIEWS WILL BEGIN IN 2019, 20, AND THE MATERIALS WILL BE USED IN 20-21. PRIOR TO THE STATE ADOPTED TIMELINES, MATERIALS ARE WRITTEN TO THE PREVIOUS STANDARDS. IN BOTH ENGLISH LANGUAGE ARTS AND MATH, STANDARDS HAVE BEEN RECENTLY UPDATED TO MEET THE FLORIDA STANDARDS VERSUS THE OLD FCAT OR SUNSHINE STATE STANDARDS. IN OTHER WORDS, THE ADOPTIONS THAT WE ARE LOOKING AT, THE TEXTBOOKS BOOKS THAT ARE THERE NOW ARE WRITTEN TO THE OLD STANDARDS SO ANYTHING THAT WE HAVE HAS TO BE SUPPLEMENTED OTHER THAN SPRINGBOARD BECAUSE THEY UPDATE THAT ON A REGULAR BASIS. SO NOW LET'S MOVE ON TO, AS WE SEE OUR OPTIONS. OPTION ONE FOR ENGLISH LANGUAGE ARTS WOULD BE TO CONTINUE UTILIZING SPRINGBOARD TEXTBOOK UNTIL THE SCHEDULED ADOPTION CYCLE IMPLEMENTATION IN 2020, 21, IN GRADES 6, 12, ENGLISH LANGUAGE ARTS CLASSES. OPTION 2 FOR ENGLISH LANGUAGE ARTS WOULD BE TO INITIATE THE TEXTBOOK ADOPTION PROCESS TO BEGIN NEXT YEAR TO SELECT A PRIMARY RESOURCE TO BE USED AT ALL SITES FOR A TWO-YEAR IMPLEMENTATION FOR SCHOOL YEARS 2018-19 AND 2019-20. AT WHICH TIME WE WOULD DO ANOTHER ADOPTION CYCLE AND PURCHASE NEW MATERIALS TO BEGIN UTILIZING IN 2020-21 NOW WRITTEN TO THE NEW STANDARDS. LET'S MOVE TO MATH. OPTION ONE FOR MATH WOULD BE CONTINUE UTILIZING THE SPRINGBOARD TEXTBOOK UNTIL THE SCHEDULED ADOPTION CYCLE IMPLEMENTATION IN 2019-20. LET ME CLARIFY BRIEFLY WHY MATH IS SOMEWHAT DIFFERENT. IT HAS DIFFERENT POSSIBLE OPTIONS. IN ALL BUT PRECALCULUS OUR DISTRICT ALREADY HAS ANOTHER TEXTBOOK THAT IS DISTRICT ADOPTED AND IS BEING UTILIZE DOLLARS IN ALGEBRA ONE, GEOMETRY AND II, CAL CULLLESS WHICH IS ONE OF OUR MOST EXPENSIVE TEXTS. FOR OPTION TWO WE WOULD ALLOW INDIVIDUAL SITES TO CONTINUE UTILIZING SPRINGBOARD, OR PURCHASE THE OTHER ADOPTED TEXTBOOK AS A PRIMARY RESOURCE FOR A TWO-YEAR IMPLEMENTATION FOR THE YEARS 2017 THROUGH 2019 UNTIL WE DO THE NEXT ADOPTION CYCLE AND PURCHASE NEW MATERIALS TO BEGIN UTILIZING IN 2019-20. AND THEN OPTION 3 FOR MATH WOULD BE TO REPLACE SPRINGBOARD AS THE PRIMARY RESOURCE WITH THE ALREADY-ADOPTED TEXT IN ALL SITES FOR A TWO-YEAR IMPLEMENTATION BEGINNING IN 2017-2019 UNTIL WE DO THE NEXT ADOPTION CYCLE AND PURCHASE NEW MATERIALS TO BEGIN UTILIZING IN 2019-20. LET ME NOTE THAT THE ENGLISH LANGUAGE ARTS OPTION TWO AND THE MATH OPTIONS TWO AND THREE, WE WILL BE PURCHASING NEW MATERIALS IN ADDITION TO THE SCHEDULED ADOPTION MATERIALS OF SOCIAL STUDIES AND SCIENCE. LET ME TURN IT OVER TO ERIC TO SPEAK FURTHER TO OTHER FINANCIAL CONSIDERATIONS. >>

 ERIC:  SO ON THIS SLIDE WHAT YOU SEE ARE COMPARISONS OF WHAT THE COSTS WOULD BE TO REPLACE SPRINGBOARD WITH AN OUT-OF-ADOPTION CYCLE TEXTBOOK, OR WHAT IT COSTS TO KEEP SPRINGBOARD AS A PRIMARY RESAOIRSE. IF WE MAINTAIN SPRINGBOARD IN ELA THE TWO YEAR COST WOULD BE AROUND $$3 MILLION FOR THE DISTRICT AND IF WE MAINTAIN MATH FOR TWO YEARS IT WOULD BE AROUND $$650,000. THE GRAND TOTAL FOR TWO YEARS USING SPRINGBOARD AS A PRIMARY RESAOIRSE WOULD BE $3.7 MILLION. THE FUNDING SOURCE FOR THAT IS STATE OF FLORIDA ADVANCED PLACEMENT CATEGORICAL FUNDS THAT WE RECEIVE ON WEIGHTED FTE. GOING TO THE LAST CELL OF THE SLIDE, IF WE WERE TO REMOVE SPRING BOARD AND REPLACE IT WITH AN OUT-OF-ADOPTION TEXT, YOU SEE THAT FOR ENGLISH LANGUAGE ARTS THE TWO YEAR COST ALONE WOULD BE $8.3 MILLION TO 10.4 MILLION. WE HAD THAT RANGE BECAUSE WE LOOKED AT COSTS FROM MULTIPLE PUBLISHERS. IF WE WERE TO REPLACE MATH COMPLETELY WE WOULD BE AROUND $1.3 MILLION, A TOTAL TWO YEAR COST WOULD BE BETWEEN 9.7 MILLION TO $11.8 MILLION. AND THAT MONEY CANNOT COME FROM STATE CATEGORICAL BECAUSE IT'S NOT RELATED TO AP. SO IT WOULD HAVE TO COME OUT OF INSTRUCTIONAL MATERIAL FUNDS, OR THE GENERAL FUND. NOW, WHAT WE DID TO GET THESE NUMBERS NUMBERS WAS WE USED SEPTEMBER 2016 COURSE ENROLLMENT, AND WHAT WE INCLUDED ON BOTH OF THEM WAS THE PRINTED BOOK, THE DIGITAL ACCESS, TEACHER ADDITIONS, AND SHIPPING, SO THAT THE SAME WOULD APPLY TO BOTH. ADDITIONAL FINANCES, OR FINANCIAL THINGS TO CONSIDER THAT WOULD COME ABOUT WITH REPLACING SPRINGBOARD WOULD BE CURRICULUM DEVELOPMENT, ASSESSMENT DEVELOPMENT, AND THEN NEW TEACHER TRAINING FOR THE NEW TEXT. >>

 SO THAT'S A LOT, RIGHT? RIGHT. SO FIRST I WANT TO THANK MY TEAM. BECAUSE I THINK THEY DID A WONDERFUL JOB PRESENTING ALL THE INFORMATION IN A BRIEF AMOUNT OF TIME. AND I JUST WANT TO TAKE A MOMENT TO PAUSE AND REALIZE THAT, YOU KNOW, WE ALL ARE ON THE SAME TEAM. I HAVE TALKED AND MET WITH ALL OF YOU AS MY TEAM HAS MOST LIKELY, AND WE ALL WANT THE SAME THING FOR OUR STUDENTS. EVERY ONE OF US HERE. AND WE ALL WANT THE SAME THING FOR OUR TEACHERS. WE ALL WANT OUR TEACHERS TO HAVE THE MATERIALS THEY NEED TO BE EXCEPTIONAL TEACHERS. AND WE ALL WANT OUR STUDENTS TO REACH THEIR FULL POTENTIAL, THRIVE AND EXCEL. THERE'S NO DOUBT ABOUT THAT. THE ADVANTAGE THAT WE HAVE RIGHT NOW, ON THIS SIDE OF THE DAIS, IS WE HAVE HAD A LITTLE MORE TIME TO CONSIDER AND REFLECT ON WHAT WE JUST PRESENTED TO YOU. WE HAVE BEEN PULLING TOGETHER THIS INFORMATION FOR A FEW WEEKS NOW, AND SO IT'S KIND OF NOT FAIR THAT WE WOULD EXPECT YOU TO HAVE ALL THE RIGHT QUESTIONS OR AN IMMEDIATE RESPONSE. WE GET THAT. WE HAVE HAD A LOT OF DISCUSSION, A LOT OF TALK ABOUT, YOU KNOW, WHERE DO WE THINK THAT ALL OF THE FACTS THAT WE JUST HEARD ARE LEADING US? WHAT DECISIONS DOUGH WE THINK THESE ARE LEADING US TOWARDS? AND WHAT ARE OUR POTENTIAL RECOMMENDATIONS AT THIS POINT? I CAN'T TELL YOU HOW MUCH WE WANT TO ALWAYS WORK WITH OUR BOARD AND HONOR AND VALUE AND SO GREATLY RESPECT THE INPUT THAT YOU GIVE US, THE DIRECTION, THE GUIDANCE, AND THEREFORE I AM GOING TO SHARE THE CONVERSATION THAT WE HAVE HAD TO THIS POINT, JUST SAYING WHAT WE FEEL WE ARE PROBABLY LED TO DO AS A POTENTIAL RECOMMENDATION, BUT WHEN I LEAVE IT, MY TEAM AND I, WE ARE OPEN TO DISCUSSION AND TO QUESTIONS. AND IF WE DON'T HAVE THE ANSWERS, WE'LL GET THEM. AND IF WE HAVE NOT PROVIDED YOU WITH SOME INFORMATION THAT YOU FELT WAS CRITICAL, WE'LL GET IT. WE'LL DO WHATEVER IT TAKES TO EDUCATE ALL OF US AND MAKE THE BEST DECISION MOVING FORWARD. BUT HERE IS WHERE WE ARE RIGHT NOW AT THIS MOMENT IN TIME, WHAT WE THINK WE ARE BEING LED TO PROBABLY DO. SO WE KNOW WE HAVE TWO YEARS LEFT FOR ELA AND SPRINGBOARD, AND YOU JUST SAW THE FINANCIAL IMPLICATIONS OF GOING WITH ANOTHER STATE ADOPTION. BUT WE DON'T MAKE DECISIONS ONLY ON FINANCIAL IMPLICATIONS. WE ALL KNOW WE MAKE DECISIONS BASED ON WHAT IS BEST FOR STUDENTS FIRST AND FOREMOST. BUT WE AS A DIVISION OF TEACHING AND LEARNING DON'T FEEL IT'S BEST FOR OUR STUDENTS TO GO WITH A BOOK THAT DOES NOT ALIGN WITH THE NEW STATE STANDARDS. THAT WOULD BE REALLY HARD FOR US TO APPROVE. SO WE DON'T WANT TO APPROVE A BOOK THAT'S NOT ALIGNED WITH THE NEW STATE STANDARD WHEN WE HAVE A BOOK THAT IS ALIGNED. AND THE FINANCIAL IMPLICATIONS WOULD BE SO MUCH LESS. NOW, PLEASE HEAR ME WHEN I SAY TO YOU, THAT DOESN'T MEAN WE HAVE NOT HEARD THE CONCERNS. SO HAVING SAID THAT, OUR RECOMMENDATION IS THAT WE STICK WITH SPRINGBOARD FOR ELA -- WE'LL GET TO MATH IN A MOMENT. WE STICK WITH SPRINGBOARD FOR ELA UNTIL THE NEW ADOPTION CYCLE, BUT WE PUT SPECIFIC PROFESSIONAL DEVELOPMENT PLANS IN PLACE IMMEDIATELY, BEGINNING IN JANUARY, TO ADDRESS THE AREAS OF CONCERNS THAT WE JUST SHARED. AND WE HAVE SOME IDEAS ALREADY TO DO THIS. WE HAVE SOME PD IN PLACE AND THEY ARE ALREADY ON THE CATALOGUE THAT WILL BE COMING OUT IN JANUARY FOR OUR PD. SO I JUST WANT YOU TO KNOW THAT EVEN THOUGH THE FIRST PART OF WHAT I AM SAYING SAYS WE ARE RECOMMENDING, WE ARE BELIEVING THAT WE ARE LED TO STICK WITH SPRINGBOARD FOR THE NEXT TWO YEARS IN ELA, WE ARE NOT SAYING THIS AND KEEPING EVERYTHING THE SAME. BECAUSE I DON'T BELIEVE THAT THAT'S OUR ANSWER, AND NEITHER DOES THE TEAM HERE BEHIND ME. WE ALL KNOW THAT OUR TEACHERS NEED SOME ASSISTANCE WITH SUPPLEMENTING THE MATERIALS. SOME TEACHERS ALREADY HAVING BEEN OUT IN THE HIGH SCHOOLS MYSELF AND TALKING WITH TEACHERS, SOME OF THE TEACHERS ARE JUST NATURALS AT SUPPLEMENTING. I MEAN, THEY JUST KNOW WHAT TOO DO, THEY DON'T NEED HELP, THEY RUN WITH IT. THEY LOVE SUPPLEMENTING. THEY ARE ALL ABOUT THAT. THEY ARE MASTERS AT IT. BUT OTHER TEACHERS DON'T HAVE THAT SKILL AND THEY NEED A LITTLE HELP, ESPECIALLY NEW TEACHERS, OR TEACHERS WHO ARE INTERNING AND TAKING OVER A CLASS, THEY NEED THAT HELP. OUR SPRINGBOARD COORDINATORS ARE COMMITTED TO GOING OUT AND PROVIDING EITHER ONE OPEN ONE TUTORING, ONE ON ONE SMALL GROUP INSTRUCTION, OR SMALL GROUP INSTRUCTION TO LIKE SIX OR LESS TEACHERS WHO ARE NEW OR WHO ARE INTERNING TO HELP THEM ONBOARD WITH SPRINGBOARD, ANSWER ANY OF THEIR QUESTIONS OR CONCERNS AND HELP THEM LEARN HOW TO SUPPLEMENT IT BETTER. THEN YOU ALSO HEARD ABOUT THE NEW BOOK THAT'S AVAILABLE FOR THE ENGLISH LANGUAGE LEARNERS, AND THAT'S A WHOLE NEW PROGRAM THAT WE DIDN'T HAVE BEFORE. AND THAT WAS AN AREA OF CONCERN. SO THAT IS BEING ADDRESSED. WE WILL CONTINUE TO HAVE TRAININGS WITH THE NEW DIGITAL PIECE. WE HAVE THOSE ZINC LABS THAT YOU JUST HEARD ABOUT, THE DIGITAL COMPONENTS. THEY WILL BE TRAINING ON THAT. AND LASTLY, THERE WILL BE PD AND TRAINING ON HOW TO EFFECTIVELY TEACH GRAMMAR AND BUILDING VOCABULARY AND SPRINGBOARD, BECAUSE IN SPRINGBOARD IT'S EMBEDDED THAT THE GRAMMAR PIECE IS EMBEDDED INTO THE TEXT A LITTLE DIFFERENTLY. SOMETIMES THAT COULD CAUSE A CHALLENGE FOR TEACHERS. WE WANT TO MAKE SURE THAT'S BEING COMMUNICATED CLEARLY TO THEM AS TO WAYS TO TEACH GRAMMAR AND VOCAB LAR BUILDING SUCCESSFULLY, AND THEY ARE GETTING THE SUPPORT THEY NEED FROM US AND FROM THE SPRINGBOARD COORDINATORS OF THE SO THAT'S OUR RECOMMENDATION WITH ELA NOW FOR MATH, IT'S A LITTLE DIFFERENT. AS LESLIE JUST SAID, WE ALREADY HAVE ANOTHER MATH ADOPTED TEXT. SO OUR TEACHERS ARE KIND OF FAMILIAR WITH IT. SO WE WERE THINKING IT WOULD BE IN THE BEST INTEREST OF EVERYONE IF WE ALLOWED THE SCHOOLS TO MAKE THE DECISION THAT WOULD BE THE BEST FOR THEIR TEACHERS AND THEIR STUDENTS, SO THEY COULD MAKE A DECISION TO CONTINUE WITH SPRINGBOARD, OR THEY COULD MAKE THE DECISION TO ADOPT THE -- TO USE THE STATE-ADOPTED TEXT INSTEAD OF SPRINGBOARD, AND THEN SPRINGBOARD TO BE USED LIKE AS A SUPPLEMENTAL PIECE INSTEAD OF THE PRIMARY RESOURCE. UNTIL THE NEXT ADOPTION CYCLE. AND THIS SHOWS FLEXIBILITY, I THINK, AND IT LETS SCHOOLS HAVE THOSE CONVERSATIONS THAT THEY NEED TO HAVE AROUND THEIR MATH PROGRAM, AND WHETHER IT'S WORKING FOR THE STUDENTS AND THEY ARE GETTING THE RESULTS THAT THEY WANT, THEY CAN HAVE THOSE CONVERSATIONS AND NOT FEEL STUCK, TO STICK WITH SPRINGBOARD IF THEY FEEL AS THOUGH IT'S NOT WORKING FOR THEM, OR THE CHILDREN THAT THEY SERVE. SO THAT'S OUR RECOMMENDATIONS AT THIS TIME, POTENTIAL, JUST POTENTIAL RECOMMENDATIONS. WHAT WE ARE THINKING AT THIS POINT. AND I DIDN'T -- WE DIDN'T WANT TO COME TO YOU TODAY WITHOUT AT LEAST PUTTING OUR THOUGHTS TOGETHER AS TO WHERE ALL THIS DATA LED US, BECAUSE WE THOUGHT WE OWED THAT TO YOU, NOT, OKAY, HERE IS ALL THE DATA, BYE. HERE THE STAT DATA AND HERE ARE THE CONVERSATIONS WE HAD, HERE IS WHAT WE THINK WILL BE BEST TO SERVE OUR DISTRICT, BUT NOW WE NEED TO HEAR OF COURSE WHAT YOUR THOUGHTS ARE AS WELL. DO YOU AGREE WITH US IN SOME OF THE AREAS? DOWDIES AGREE? WOULD YOU LEAD US DOWN A DIFFERENT PATH TO CONSIDER? AND I WON'T PROBABLY HAVE ALL OF THOSE ANSWERS FOR YOU SO I AM INVITING MY TEAM TO HELP ME AND TO ADDRESS ANYTHING YOU HAVE IN DIFFERENT AREAS OF EXPERTISE. SO PLEASE LET US KNOW WHAT YOU ARE THINKING. THANK YOU. >>

April Griffin: THANK YOU, MRS. AGRESTA. I APPRECIATE YOUR PRESENTATION. MY FIRST THREE QUESTIONS ON THE LIST WERE, WHAT IS THE POINT OF THE WORKSHOP? WHAT ARE YOU PLANNING TO RECOMMEND? AND WHAT'S THE PLAN? AND YOU JUST ANSWERED ALL THREE OF THOSE SO I APPRECIATE THAT. BOARD MEMBERS, IF YOU HAVE QUESTIONS -- DO WE HAVE LIGHTS TODAY? OKAY, THERE WE GO. MRS. VALDEZ. >>

Susan Valdes: WOW, WHAT A GREAT PRESENTATION. THANK YOU. YOU GUYS JUST KNOCKED IT OUT OF THE PARK OR HIT A TOUCHDOWN IN FOOTBALL. AND COINCIDES WITH BEGINNING OF THE YEAR ANALOGY TO FOOTBALL. YOU GAVE ME REALLY A LOT TO THINK ABOUT, AS I WAS LISTENING TO THE PRESENTATION. AND WHEN YOU MENTIONED ON PAGE 9 WHEN YOU WERE GOING THROUGH THE MATERIALS, I WANT TO MAKE SURE I HEARD THIS CORRECTLY, JUST SO THAT I KNOW EXACTLY WHAT I HEARD. I HEARD THAT THE -- DOES THIS SAY? NO, FURTHER. PAGE 9. THE ONE WITH THE INSTRUCTIONAL MATERIALS REVIEW BY ED REPORTS OF THE I THINK IT'S THE NEXT ONE. WELL, ANYHOW, DID I HEAR CORRECTLY THAT THIS IS AN EVALUATION OF THE INSTRUCTIONAL MATERIAL ITSELF? AND IT DOES NOT MEET THE STANDARDS BECAUSE IT WAS BASED ON THE PREVIOUS YEAR'S STANDARDS? HELP ME THEN. >>

 I HAVE THE ENTIRE REPORT, EACH IS APPROXIMATELY 30 PAGES SO I WON'T BORE YOU WITH THE SPECIFICS. BUT IT IS ASSESSING THE LANGUAGE ARTS FLORIDA STANDARDS, OUR ADOPTED STANDARDS AND HOW WELL THE SPRINGBOARD MATERIALS IN THE MIDDLE GRADES, BECAUSE THOSE ARE THE ONLY EVALUATIONS THEY HAVE COMPLETED SO FAR, MEET THE STANDARDS AND MEET THE TWO COMPONENTS THAT ED REPORTS IS REVIEWING WHEN ASSESSING ANY TEXTBOOK. >>

Susan Valdes: SO WHAT WE ARE USING IN COMPARISON TO BOTH THOSE STANDARDS, WE ARE PARTIALLY MEETING? >>

 SO IN 6th AND 7th GRADE THEY FOUND A LACK OF VOCABULARY DEVELOPMENT OR EMPHASIS ON VOCABULARY EMBEDDED THROUGHOUT EACH OF OUR UNITS HAVE LITERARY TERMS AND ACADEMIC VOCABULARY BUT THEY FELT THERE WAS A GREATER NEED TO TALK ABOUT OTHER VOCABULARY AND HAVE THAT EMBEDDED THROUGHOUT THE UNITS, AND THAT WAS SOMETHING THAT WHEN THIS EVALUATION WAS COMPLETED THEY FELT IT WAS LACKING. I THINK THAT'S WHY ZINC LEARNING LABS, WHY COLLEGE BOARD PARTNERED WITH ZINC LEARNING LABS TO PROVIDE THAT ADDITIONAL RESOURCE, IN RESPONSE MOST LIKELY TO WHAT THIS ASSESSMENT HAS FOUND. >>

Susan Valdes: SO DOES THE DISTRICT HAVE ANY CONTROL OVER THAT? >>

 WHAT DO YOU MEAN CONTROL OVER? >>

Susan Valdes: MAKING SURE THAT WE ARE ALIGNED TO THE STANDARD. IN OTHER WORDS, BECAUSE I HEARD COLLEGE BOARD DOING THIS WITH ZINC, BUT I GUESS WHAT I AM TRYING TO FIGURE OUT IS THIS INSTRUMENT THAT WE ARE USING, THIS TEXTBOOK, IS IT WORKING FOR OUR KIDS? YES OR NO? BASED ON THIS? IT TELLS ME IT'S PARTIALLY DOING THE JOB. SO WHAT DOO WE DO IN THE MEANTIME TO MAKE SURE IT DOES DO THE JOB? >>

 SO LET ME JUST ADD, THE DISTRICT, WE HAVE -- JUST STAY THERE. DON'T GO AWAY. WE HAVE A RESPONSIBILITY TO MEET THE FLORIDA STANDARDS. SO THAT IS OUR RESPONSIBILITY. NO MATTER WHAT TOOL WE CHOOSE AS AN INSTRUCTOR, FOR INSTRUCTIONS, NO MATTER WHAT BOOK WE CHOOSE, IT'S OUR RESPONSIBILITY. SO IF THE BOOK DOESN'T COMPLETELY 100% MEET THOSE STANDARDS, THEN IT'S OUR RESPONSIBILITY TO SUPPLEMENT IT AND MAKE SURE THAT OUR INSTRUCTION DOES MEET THE STANDARD. BECAUSE OUR INSTRUCTION IS ALWAYS MORE THAN THE BOOK. IT IS ALWAYS MORE THAN THE BOOK. IF WE DIDN'T NEED TEACHERS WE WOULDN'T HAVE TEACHERS, WE WOULD JUST GIVE THE KIDS A BOOK. AND WE DON'T DOUGH THAT. SO THE HUMAN FACTOR IN ALL OF THIS IS HUGE. AND WE CAN'T FORGET THAT. >>

Susan Valdes: SO PLAYING DEVIL'S ADVOCATE, IMAGINE THAT THE BOOK MET THE EXPECTATIONS -- IMAGINE IT. >>

 IMAGINE. >>

Susan Valdes: AND ADD TO THAT THE HUMAN ASPECT OF THE EXCITEMENT OF THAT INSTRUCTOR, WHAT WOULD THAT CLASSROOM LOOK LIKE? I THINK IT WOULD BE HEAVEN IN THE SENSE OF YOU HAVE AN EXHILARATING CLASS, YOU HAVE KIDS THAT ENGAGED, YOU HAVE KIDS THAT CHALLENGED, YOU HAVE A TEACHER THAT MAYBE WILL BE CHALLENGED BY THE KIDS AND, ANYWAY, I JUST NEED A POTENTIAL. SO WHAT WE ARE LOOKING AT $3 MILLION TO MAINTAIN SOMETHING, THAT PARTIALLY MEETS EXPECTATION, RIGHT? AND IT'S OBVIOUS THROUGH OUR SCORES IN SOME AREAS. SO REALLY AND TRULY, WHAT IS THE RETURN ON THE INVESTMENT? WOULD IT BE WORTH IT REALLY TO LOOK AND INVESTIGATE WITH CLEAR -- WITH NO BIASES? IT'S ALMOST LIKE I WISH I COULD GET SOME FOLKS THAT DIDN'T HAVE ANY EXPERIENCE WITH ANY OF THESE TWO, WITH ANY OF THESE CURRICULUMS, AND JUST REALLY DO AN ASSESSMENT TO SEE WHAT THE TRUE EFFICACY WITHOUT ANY BIASES ARE THERE. >>

 WELL, THAT'S WHAT YOUR ED REPORTS IS. YOUR ED REPORTS IS EXACTLY WHAT YOU JUST ASKED FOR. >>

 IF THAT'S WHAT THAT IS, THEN IF WE ARE NOT LISTENING TO THIS -- >>

 BUT YOUR OTHER OPTION -- >>

Jeffrey Eakins: ELIZABETH, IF I CAN CHIME IN HERE. I AM GOING TO PUT KIND OF MY PROFESSOR HAT ON ON INSTRUCTION. SO EVERY STATE, OR WHETHER THE STATE IS FOLLOWING THE NATIONAL STANDARD OR STATE STANDARDS, THE STANDARD IS THE MINIMAL BASE-LINE WHERE STUDENTS SHOULD BE, SHOW EVIDENCE OF KNOWLEDGE AND ALIGNING IT TO REAL LIFE SCENARIOS. SO WHAT I ALWAYS TELL FUTURE PRINCIPALS IN CLASSROOM IS WHAT YOU ARE DOING TEXTBOOK ADOPTION OR TEXTBOOK VALLEYSS, THERE IS NO RIGHT TEXTBOOK THAT ACTUALLY IS GOING TO MEET SPECIFIC NEEDS OF A CLASSROOM, OF A DISTRICT, OF A SCHOOL. IT'S THE RESPONSIBILITY OF TEACHERS AND PRINCIPALS AS THEY CONTINUE THEIR JOURNEY AS REFLECTIVE PRACTITIONERS IN THE FIELD OF EDUCATION TO CONTINUE -- CONTINUOUSLY EVALUATING THE MATERIALS AND SEE WHAT BEST FITS THE NEEDS. SO HERE IS A GOOD EXAMPLE. SO TODAY I MIGHT BE TEACHING A GROUP OF KIDS WHO HAVE THIS TYPE OF LEARNING STYLE, AND THEN NEXT YEAR I AM GOING TO GET A DIFFERENT GROUP OF KIDS THAT HAVE A DIFFERENT LEARNING STYLE, WHICH MIGHT REQUIRE ME TO CONTINUE TO USE THE DISTRICT-APPROVED TEXTBOOK, BUT HOWEVER I MIGHT NEED SO EXTRA MATERIALS IN ORDER TO MEET THE SPECIFIC NEEDS OF THAT CLASSROOM. AND THIS IS WHERE THE OFFICE OF TEACHING AND LEARNING COMES IN. THIS IS WHERE THE AREA SUPERINTENDENTS COME IN TO MAKE SURE THAT WE COACH AND SUPPORT THE NEEDS OF EACH OF THE SCHOOLS, TO MEET THE STUDENTS' NEEDS. BECAUSE THE ULTIMATE GOAL IS ACTUALLY FOR THEM TO ACTUALLY DEMONSTRATE THAT THEY HAVE MASTERED THAT STANDARD. SO THE STANDARD DRIVES THE CURRICULUM, AND THE CURRICULUM DRIVES THE TEACHING PRACTICES, AND THAT'S WHERE THE FLEXIBILITY COMES IN. AND THE REASON I SAY THAT, BECAUSE IT'S EASY FOR PEOPLE TO KIND OF HAVE THIS MIND SETTLE OF, OKAY, THIS IS THE ONLY TEXTBOOK, AND THIS TEXTBOOK HAS TO MEET THE STANDARDS. WELL, NOT REALLY, BECAUSE SOMETIMES TEXTBOOK COMPANIES ARE NO DIFFERENT STATE AND REALLY DON'T UNDERSTAND THE LOCAL COMMUNITY. SO WE HAVE TO BE CONSCIOUS OF THAT MOVING FORWARD. >>

Susan Valdes: THANK YOU FOR THAT CLARIFICATION AND UNDERSTANDING THAT ADOPTION PROCESS. I GUESS IT JUST STRUCK ME THAT WITH I WONDER REALLY WHAT IS THE RETURN ON THAT INVESTMENT AND WOULD IT BE REALLY EFFECTIVE FOR US TO LOOK OUT THERE AND SEE IF THERE'S SOMETHING THAT WILL HELP BOOST STUDENT ACHIEVEMENT BETTER. NOW, THE COST OVER HERE THAT YOU SHARED ON THE PREVIOUS PAGE, THAT INCLUDES THE PROFESSIONAL DEVELOPMENT? >>

 JUST THE TEXTBOOK COSTS. >>

Susan Valdes: THAT'S JUST TEXTBOOK COST ALONE. I'M CURIOUS, WHAT WOULD THAT TOTAL PACKAGE LOOK LIKE? AND WE DON'T NEED THAT NOW. >>

 I COULD GIVE YOU A BALLPARK FIGURE ONCE WE KIND OF LOOK AT IT. BUT IT WOULD BE, YOU KNOW, THE NUMBER OF TEACHERS, THE NUMBER OF HOURS FOR TRAINING, THE NUMBER OF ASSESSMENTS REQUIRED FOR CERTAIN NUMBER OF COURSES. >>

Susan Valdes: IN SPARE TIME, NOW, JUST THAT EASY BUTTON. MY ONLY CONCERN IS THIS, THAT IF WE CONTINUE WITH THIS PARTICULAR CURRICULUM, THE CURRENT SENSE TODAY, WHY ISN'T MRS. SPAN OH MORE OH HERE TODAY? OR IF SHE'S NOT ABLE TO BE HERE, WHY ISN'T MAYBE MR. GRAHAM HERE REPRESENTING THAT OFFICE? IN THE ESSENCE OF THE CULTURAL SENSITIVITY OF THE PASSAGES OF THE READINGS, I WILL NEVER, EVER FORGET THAT STORY THAT I READ THAT OUR STUDENTS HAD TO READ, AND IT WAS TALKING ABOUT A LITTLE GIRL WANTING TO GO TO A PARTY, AND THE MOM DID NOT WANT HER TO GO TO THAT PARTY, BECAUSE IT WAS IN A WHITE HOME. THE MORAL OF THE STORY IS HISPANIC LITTLE GIRLS THAT HAVE MOMS THAT CLEAN HOUSES DO NOT GO TO WHITE PARTIES. SO WHAT ARE WE DOING? THAT SHOULD NOT -- THAT SHOULD NOT EXIST IN THAT STORY. AND THAT'S WHAT REALLY DO ME A SOUR GRAPE SOMETHING THAT'S HARD FOR ME TO EVEN THINK OF CONTINUING TO APPROVE SUCH CURRICULUM, SUCH TEXT, WHEN IN ACTUALITY THE MAJORITY OF OUR STUDENTS IN THIS DISTRICT ARE HISPANIC AND WILL BE GOING TO THIS CURRICULUM AND HAVING THAT EXPERIENCE. THAT'S NOT COOL. I THINK THAT WE NEED TO BE A LITTLE MORE SENSITIVE WITH THAT TYPE OF CURRICULUM AND WHAT WE EXPOSE OUR CHILDREN. IS IT A FACT? COULD THERE BE SOME TRUTH TO THAT? WE ALL KNOW THAT IT IS. WE DO. BUT DO WE HAVE TO VALIDATE IT ON A TEXT IN SCHOOL WHILE WE ARE TRYING TO TEACH THEM THAT THERE'S A BETTER WAY TO EDUCATION THAT MAYBE ONE DAY YOU CAN HAVE YOUR OWN PARTY AND INVITE WHOEVER YOU WANT TO INVITE AND THEY MIGHT NOT BE INCLUDED EITHER, I MEAN TO THE POINT LET'S BE REAL, RIGHT? BUT THESE ARE THE REALITIES OF OUR KIDS. I JUST WANT US TO BE COGNIZANT OF THAT TYPE OF CURRICULUM. BUT THANK YOU AGAIN. THIS HAS BEEN A PHENOMENAL PRESENTATION. YOU GUYS DID A GREAT JOB JUST HE FEEDING OFF EACH OTHER. AND I REALLY APPRECIATE THE TEAMWORK. THANK YOU. >>

Jeffrey Eakins: MRS. STUART, IF I COULD RESPOND REAL QUICKLY. THANK YOU FOR THAT AND RECOGNIZING THE TEAM'S RESPONSE TO WORKSHOP IN THE SPRING. BECAUSE I THINK THAT'S CRITICAL THAT WE SHOW THIS BOARD, AND I KNOW THE TEAM HAS WORKED TIRELESSLY TO DO THAT, BECAUSE ONE OF THE CHALLENGES IS YOU BROUGHT THAT UP IN THE SPRING IS HOW OUR TEAM GOES BACK AND REFLECTS ON THOSE PARTICULAR ISSUES, THINKING OF ALL OF OUR STUDENTS AND HOW CERTAIN PASSAGES IMPACT THEM. AND NOT ONLY THAT, BUT JUST GOING BACK AND REFLECTING ON ALL THE COMMENTS OF THAT DAY, AND ONE OF THE THINGS THAT I RECOGNIZE IS HOW THEY DIRECTLY -- SOME OF THE MODIFICATIONS, SOME OF THE DIFFERENTIATIONS, SOME OF THE DECISION MAKING TO THE INPUT OF THE BOARD, AND THROUGH YOUR CONSTITUENTS, BECAUSE I KNOW THAT'S WHERE YOU GET A LOT OF THAT INPUT. I WANTED TO JUST TAKE THIS TIME BECAUSE YOU RECOGNIZED HOW THE TEAM HAS RESPONDED, TO A LOT OF THOSE CONCERNS THAT WERE BROUGHT UP. >>

April Griffin: THANK YOU, SUMMIT EAKINS. MRS. GRAY. >>

Lynn Gray: OKAY. WOW. I JUST AM SO IMPRESSED. ELIZABETH, MARY, ERIC, SO COMPREHENSIVE, SO HEARTFELT, AND SO WELL PLANNED. AS AN EDUCATOR FOR MOST OF MY LIFE, I HAVE HAD TO GO THROUGH SO MANY OF THESE MAGIC BULLET TYPE OF, LET'S SAY, ADOPTIONS. AND THERE WAS NO MAGIC BULLET. IT IS IN FACT AN EX HILL REAR MATERIAL. IT'S HUGE. I'LL GET TO THAT IN A SECOND. BUT IT IS THE TEACHER WHO MAKES OR BREAKS ANY TOOLS THAT WE HAVE. AND IF YOU MAKE THE ANALOGY WITH A CARPENTER, CARPENTER IS ONLY AS GOOD AS THE TOOLS THAT THEY HAVE. NOW, WE HAVE HAD THE PLEASURE OF LISTENING TO WHAT SEEMS TO ME TO BE DILIGENT, ENDLESS, METHODICAL WORK. I KNOW MARY. SHE'S A PERFECTIONIST. THERE IS NOTHING SHE DOESN'T CATCH. AND ERIC, I'LL GET TO KNOW YOU. BUT AT ANY RATE, I DO APPRECIATE WHAT YOU WENT THROUGH. NOW, AS FAR AS AN EDUCATOR AND AS FAR AS EDUCATING, IT MAY BEHOOVE US JUST TO LET ME SHARE WHAT I USED TO HAVE TO DO ON EVERY ADOPTION OF A TEXTBOOK -- WE NEVER GOT AS FANCY AS THE SPRINGBOARD, BUT AT ANY RATE, THE FIRST CRITERIA IS THE TOOL HAS TO BE USEFUL AND IT HAS TO BE USED BY THE INSTRUCTOR. IN OTHER WORDS, IT HAS TO BE REALISTICALLY APPROPRIATE AND CORRELATE WITH EVERY LEVEL INSTRUCTOR FROM THE BASIC TO THE AP. I FOUGHT BOTH BASIC AND AP SO I CAN APPRECIATE THE WIDE RANGE OF NEEDS. BUT IT HAS TO BE USED AND IT HAS TO BE USEFUL. BUT THE SECOND CRITERIA, WHEN WE TALK ABOUT PROFESSIONAL DEVELOPMENT, IT IS SO KEY, AND THAT WOULD BE MY ONLY RESERVATION. WITHOUT THAT, ADAPTATION, LEARNING, FROM OUR TEACHERS, IT WILL NOT BE A SUCCESS. SO WE HAVE TO HAVE A PROFESSIONAL DEVELOPMENT. AND I HEAR. I HEAR THAT YOU HAVE ALL THIS, AND SUSAN, IT'S VERY, VERY IMPORTANT THAT YOU MENTIONED, VERY, VERY IMPORTANT. WE ALSO HAVE TO REALIZE THAT BEFORE WE GET INTO WAIT FOR YEARS AND YEARS FOR ALL THIS TO OCCUR, ADAPTATION FROM A TEACHER TO A STUDENT, USUALLY A TWO-YEAR LEARNING CURVE. FOR EXAMPLE, PROFESSIONAL DEVELOPMENT HAS TO BE DONE. THEN WE USUALLY PILE IT, AND THEN WE HAVE TO TEST IT OUT, AND THEN WE HAVE TO REEVALUATE, AND THEN JUST WHAT YOU ARE DOING. YOU HAVE TO MODIFY, MODIFY, MODIFY. THAT IS HOW LEARNING IS DONE. WE DON'T EVER HAVE A MAGIC BULLET. SO WE ARE FLUID, WE ARE LISTENING -- I WAS LISTENING, YOU'RE LISTENING. WE KNOW WE HAVE TO CHANGE AS THE NEEDS OF OUR STUDENTS AND THE DEMOGRAPHICS CHANGE. SECOND -- OR THIRD. I NEED TO COUNT. THE GOALS. WE NEED TO HAVE THAT ALIGNMENT WITH THE FSA, AND THAT IS TRUE. THERE'S NO QUESTION. SO IF WE DIDN'T HAVE THAT IN WRITING WE WOULD JUST BE SPINNING OUR WHEELS AND HAVING TO REINVENT ANOTHER TEXTBOOK, BUT IT IS ALIGNED. SO THE SPRINGBOARD TO ME SEEMS TO BE VERY, YOU KNOW, CONSISTENT WITH OUR FSA STANDARDS. FOURTH. FISCALLY RESPONSIBLE. AND I WOULD SAY THIS IS OUR MAIN, LATELY, FOCUS. BEFORE WE SPEND MONEY -- AND ELIZABETH, YOU ALL NOBODY THIS -- IT HAS TO BE DATA DRIVEN. AND IF WE ARE SEEING THE RESULTS, AS WE DO WITH ALL THESE WONDERFULLY MADE GRAPHS -- AND I KNOW THEY ARE VERY HEARTFELT AND VERY WELL PUT TOGETHER -- I COULD NEVER DO SUCH A GREAT JOB, AND I'M SURE MARY HAD SOMETHING TO DO WITH THAT, TOO -- BUT IF WE ARE DATA DRIVEN AND IF WE ARE SEEING GAINS -- AND I ASKED ERIC ABOUT THE MATH, AND HE SAID IT'S STILL ANECDOTAL. BUT WE SEE THAT THERE ARE GAINS. AND SO, THEREFORE, IN MY MIND, WE SHOULD LOOK AT IT AS BEING A FISCALLY RESPONSIBLE ADDITION SO CHECK THAT ONE OFF. LASTLY AND MOST IMPORTANT FOR THOSE EDUCATORS IN HERE, MAYBE NOT AS MANY, BUT I WOULD LIKE TO KNOW THAT IF IT IS EFFECTIVE. ARE THE KIDS LEARNING? ARE THEY ANALYTICAL? ARE THEY INVOLVED ARE?  THEY COGNIZANT OF WHAT'S GOING ON? ARE THEY WORKING AS A TEAM? OR IS THERE COLLABORATION? ARE THE LIFE SKILLS OF REALITY WITHIN THIS HUGE APPARATUS? I WENT TO A SCHOOL AND STUDIED SPRINGBOARD. I WENT TO ONE THAT WAS A BASIC, WHOLE DIFFERENT BALLGAME THAN THE AP. BUT WHAT I SAW -- AND I WILL HAVE TO GO AHEAD AND READ TO YOU ALL THESE LITTLE, YOU KNOW, OBJECTIVES THAT I USED TO LOOK FOR, STILL DO. THE KID WERE USING, TOUCHING, ABSOLUTELY INVOLVED. THEY MOVED AROUND THE CLASS. IT WAS GREAT. TEAMWORK. THEY WORKED AS TEAMS. VISUAL. MOST OF US, YOU KNOW, WE WE ARE A VERY VISUAL SOCIETY NOW, AND SPRINGBOARD IS HUGE ON THE VISUAL. A LOT OF ANALYTICAL THINKING, WHICH IS THE HIGHER LEVEL, WHICH WE ALL KNOW THAT WE NEED TO BRING OUT THESE CHILDREN. LIFE SKILLS OF COLLABORATION WORKING TOGETHER WITH THE TEACHERS, THE TEACHER TALKING AND THE KIDS TALKING WITH THE TEACHER. THAT WAS EVEN HAD AT THE BASIC LEVEL. THERE WAS NOT INTIMIDATION BECAUSE YOU ARE NOT -- ELIZABETH, YOU ARE NOT USING THIS AS INTIMIDATING, YOU ARE USING THIS SAYING TO THE TEACHERS, WE KNOW THAT WE HAVE TO MAKE CHANGES. WE ARE OKAY. JUST BREAK IT IN. I HAVE HAD TONS AND TONS, MANY LETTERS OF OBJECTIONS. BUT I HAVE ALSO SHARED ONE OF THEM WITH ERIC, AND I HEAR WHAT KIND OF MODIFICATIONS ARE GOING SO WHAT I AM SAYING -- AND I KNOW I HAVE BEEN A LITTLE BIT LONG -- HOPEFULLY NOT FULL OF HOT AIR HERE -- BUT I DO THINK THAT IT IS A VERY VIABLE. I RECOMMEND IT. I LIKE YOUR PLAN. AND I WILL BE COMPLETELY AN ADVOCATE AS WE MOVE FORWARD. THANK YOU. >>

April Griffin: THANK YOU MEMBER GRAY. MEMBER HARRIS? >>

Sally Harris: I TOO WANT TO SAY THANK YOU FOR A VERY THOROUGH PRESENTATION. IT WAS NOT JUST THOROUGH BUT WAS EYE OPENING, AND WHAT WAS EXCITING FOR ME IS TO KNOW THAT YOU HEARD US AT THE LAST MEETING. IT'S VERY APPARENT THAT YOU REALLY WENT BACK AND THOUGHT THROUGH THIS AND TALKED TO A LOT OF PEOPLE. YOU KNOW, WHEN WE HAD THE FIRST MEETING, AND WE TALKED ABOUT THIS, ONE OF THE THINGS THAT WE HEARD FROM PARENTS OVER AND OVER TIMES -- IS I HAVE CHILDREN IN SCHOOL, AND THE VERY FIRST WEEK OF SCHOOL WE HAD A CAC MEETING AT THE SCHOOL, AND WE WERE SITTING AT TABLES TABLES. THERE WAS ABOUT 30 PEOPLE IN THE ROOM. AND AS THE 30 PEOPLE IN THE ROOM, I WAS THE OH ONLY ONE IN THE ROOM THAT HAD NOT HIRED A TUTOR FOR MY KIDS AND IT WAS THE FIRST WEEK OF SCHOOL. AND I'M SITTING THERE LISTENING TO EVERYBODY THINKING, THERE'S SOMETHING WRONG WHEN EVERY PARENT IN THIS HIGH SCHOOL HAD THE NEED TO HIRE A TUTOR THE FIRST WEEK OF SCHOOL. SO THAT'S WHAT WOKE ME UP TO SPRINGBOARD. AND WHAT I'M HEARING IS THAT YOU HEARD THAT, YOU HEARD THAT MESSAGE LOUD AND CLEAR, AND THAT YOU ARE LOOKING AND EVEN WORKING WITH THE DEVELOPERS OF THE SPRINGBOARD, THAT YOU ARE LISTENING TO THE CONCERNS. ONE OF THE THINGS, WE GOT A LOT OF E-MAILS SUPPORTING, BUT WE GOT MORE E-MAILS NOT SUPPORTING, AND ONE OF THE THINGS -- IT'S ONE SENTENCE. STUDENTS NEED TIME AND PRACTICE WITH THESE CONCEPTS, NOT A CURSORY EXPOSURE TO THEM. AND THAT'S WHAT ALL THE TEACHERS WERE SAYING, AND THAT'S WHAT THE PARENTS WERE SAYING, THAT MY CHILDREN WERE BEING INTRODUCED TO NEW CONCEPTS, AND BEFORE THEY COULD EVEN ABSORB THE CONCEPT, THEY WERE MOVING ONTO THE NEXT CONCEPT. SO I'M HOPING THAT DEVELOPERS, AND I'M HOPING THAT THE TRAINERS AND, YOU KNOW, THOSE PLANNING TO DO ALL THE TRAINING, AND IN SERVICE, UNDERSTAND THAT WE NEED TO ALLOW THE TEACHERS TO SLOW DOWN AND MAKE SURE THE KIDS ARE COMPREHENDING IT. I AGREE WITH MRS. GRAY. IT'S A GREAT CONCEPT. I THINK THAT WHAT YOU ARE OFFERING AS AN OPTION TO IT IS VERY HEALTHY. IT'S FINANCIALLY THE RIGHT THING TO DO. IT IS ALSO THE FACT THAT WE ARE LISTENING AND WATCHING, AND WE ARE COLLECTING THE DATA AS WE KIND OF CONTINUE WHERE WE ARE. I THINK THE FISCAL WISE THING. I DON'T SEE HOW WE CAN POSSIBLY DO ANYTHING OTHER THAN THAT. I AGREE THAT THE HUMAN FACTOR, WE HAVE FABULOUS TEACHERS, I MEAN FABULOUS. AND I DID VISIT A SPRINGBOARD CLASSROOM LAST YEAR, I THINK, AND THAT TEACHER, SHE SHOULD BE CLONED. AND I SAID THAT AT THAT TIME. SHE WAS INTERACTIVE. THE CLASS -- I'M AN INTERACTIVE LEARNER. IF YOU LECTURE ME, I DON'T HEAR A THING. BUT EVEN IF PRESENTATION TODAY WAS INTERACTIVE. YOU HAD CHARTS. YOU HAD WORDS. YOU HAD ALL OF OUR NEEDS BEING MET. WHATEVER OUR LEARNING STYLE WAS. AND IN THAT ONE CLASSROOM, SHE WAS ADAPTING TO EVERY SINGLE LEARNING STYLE IN THAT ROOM. EVEN IF I COULD SIT THERE AND UNDERSTAND WHAT SHE WAS TEACHING. SO YES, THE TEACHER IS THE KEY COMPONENT. AND THE MORE IN-SERVICE, THE MORE TEACHING, THE MORE RESOURCES WE CAN GIVE OUR TEACHERS -- AND IT SOUND TO ME LIKE YOU GUYS ARE ON IT, AND I APPLAUD YOU. YOU HAVE REALLY TAKEN THIS AND RAN WITH IT. I THINK THAT WE ARE IN THE RIGHT DIRECTION. I JUST THINK THAT MAYBE LISTENING AND -- THIS HAS BEEN A VERY VALUABLE WORKSHOP, AND EVEN THE PLAN BETWEEN THE FIRST WORKSHOP AND NOW, IT SOUNDS LIKE WE ARE ON THE RIGHT PATH, AND THOSE TEACHERS THAT OUT THERE WATCHING THIS, I THINK THEY ARE PROBABLY CHEERING THAT WE ARE IN THE RIGHT DIRECTION. SO THANK YOU FOR THE WORK AND FOR THE DIRECTION THAT YOU ARE TAKING THIS IN. >>

April Griffin: THANK YOU, MEMBER HARRIS. MEMBER SNIVELY? >>

Melissa Snively: THANK YOU, MADAM CHAIR. AGAIN, THANK YOU VERY MUCH FOR THIS PRESENTATION. IT WAS VERY THOROUGH AND VERY IMPRESSIVE, AND AS HAS ALREADY BEEN MENTIONED BY SOME OF THE OTHER BOARD MEMBERS, IT'S OBVIOUS THAT YOU WERE LISTENING TO OUR CONCERNS, AND THE CONCERNS OF OUR CONSTITUENTS, AND THAT IS VERY MUCH APPRECIATED BY THE BOARD. AND SO THANK YOU, MRS. AGRESTA, FOR REALLY LISTENING -- AND YOUR TEAM, AND YOUR TEAM -- IT TAKES A TEAM TO GET IT DONE. SO THANK YOU ALL FOR THE INFORMATION. I THINK MRS. GRAY HIDE SOME VERY GOOD POINTS. I ENJOY LISTENING TO SOME OF THE POINTS THAT YOU MADE AND THE CRITERIA THAT YOU LISTED OFF AS WE CONSIDERED CURRICULUM AND TEXTBOOKS. I THINK A LOT OF THAT MAKES GREAT SENSE FOR OUR SCHOOL DISTRICT. AND I APPRECIATE THE FACT THAT YOU HAVE REALLY REACHED OUT TO TEACHERS AND GOTTEN FEEDBACK FROM TEACHERS. AND I THINK THAT THAT'S REALLY IMPORTANT FOR US AS WE MOVE FORWARD TO CONSIDER WHAT TYPE OF PROFESSIONAL DEVELOPMENT AND RESOURCES AND TOOLS THAT WE CAN OFFER OUR EDUCATORS TO HELP THEM WITH THE CURRICULUM THAT SPRINGBOARD OFFERS. ONE THING I WOULD LIKE TO ALSO INCLUDE, BECAUSE I DIDN'T HEAR IT THROUGHOUT THE PRESENTATION, AND I'M ASSUMING YOU MAY HAVE DONE THIS AND MAYBE IT JUST WASN'T PART OF THE PRESENTATION, AND I DO HAVE SOME FEEDBACK FROM STUDENTS. AND I THINK THAT'S REALLY IMPORTANT AS WELL TO GET THE FEEDBACK FROM OUR STUDENTS. THERE IS A WONDERFUL WOMAN WHO IS PART OF OUR CITIZENS ADVISORY COUNCIL, HER NAME IS JANICE SHORT, AND SHE PARTICIPATED IN THE GREAT AMERICAN TEACH-IN RECENTLY AT STEINBRENNER HIGH SCHOOL AND SHE COLLECTED ABOUT 150 COMMENT CARDS FROM STUDENTS ABOUT SPRINGBOARD WHEN SHE WENT. YES, AND I WOULD BE HAPPY TO PASS AROUND SO YOU CAN SEE THEM. AND I PULLED A FEW OUT JUST SO YOU KNOW WHAT SOME OF THE STUDENTS' CONCERNS HAVE BEEN, BECAUSE A LOT OF THEM, HONESTLY, THERE'S A THEME THROUGHOUT ALL OF THE COMMENTS. THERE'S A CONSISTENT THEME. AND SO I JUST WANT TO READ A FEW FOURTH BENEFIT OF THE BOARD MEMBERS. AND THEN IF YOU WOULD LIKE TO READ THE REST YOU ARE MORE THAN WELCOME TO. I'LL PASS THEM AROUND. TRIAL TRY AND PARAPHRASE SOME OF THESE OKAY, THIS IS ALL ENGLISH LANGUAGE ARTS FROM SENIORS, IN THEIR ENGLISH CLASSES. I DO NOT LIKE SPRINGBOARD. I FIND IT TO BE HIGHLY REPETITIVE MAKING IT DIFFICULT TO EXPLORE NEW TOPICS. AS A SENIOR, I FEEL LIKE I HAVE BEEN IN THE SAME ENGLISH CLASS FOR FOUR YEARS STRAIGHT. SPRINGBOARD OFTEN FOCUSES ON SOCIAL ISSUES IN AN ATTEMPT TO SWAY STUDENTS' POSITIONS ON TOPICS. THIS DOES NOT HELP ME FOR THE EXAM. TOO MUCH OF SPRINGBOARD NEEDS CLARIFICATION FROM TEACHERS. SPRINGBOARD EXPECTS EVERY SINGLE PERSON TO BE TAUGHT THE SAME WHEN EVERY MIND OF STUDENTS ARE DIFFERENT. SPRINGBOARD IS INSUFFICIENTLY PROVIDED TO ALL STUDENTS. THIS TEXTBOOK IS NONENGAGING, POORLY WRITTEN, RACIST, SEXIST, AND COMPLETELY AWFUL. THAT'S A LITTLE EXTREME, BUT -- THAT'S HOW SHE FEELS. I MEAN, HER FEELINGS ARE VALID. FEELINGS ARE VALID SPRINGBOARD IS USED FOR TEACHING. A NEW BOOK IS DESPERATELY NEEDED FOR FUTURE GENERATIONS IN HILLSBOROUGH COUNTY. AND THEN I HAVE SINCE SIXTH GRADE, IT WAS HARD TO STAY FOCUSED BECAUSE I WAS ALWAYS BORED. AND THAT WAGA BIG THEME. I FEEL LIKE I.  LEARNED ANYTHING SO JUST SOME OF THAT. AND I WILL BE HAPPY TO SHARE ALL OF THESE CARDS, NOT JUST WITH THE BOARD BUT WITH YOUR DEPARTMENT, MRS. AGRESTA, SO YOU CAN SEE SOME OF THE FEEDBACK FROM STUDENTS. BECAUSE THAT WILL HELP YOU FIGURE OUT ALSO WHAT THE TEACHERS NEED IN ORDER TO MAKE SPRINGBOARD MORE ENGAGING TO STUDENTS. BUT A LOT OF IT WAS THEY FELT IT WAGS REPETITIVE, THEY FELT IT WAS KIND OF BORING, AND THEY WEREN'T ENGAGED I AGREE WITH SOME OF THE COMMENTS MADE ABOUT THE TEACHERS REALLY BEING THE FOCAL POINT AND THE PIVOTAL PERSON IN THIS RELATIONSHIP BETWEEN OUR STUDENTS AND SPRINGBOARD. AS WE SHARED FISCALLY RESPONSIBLE AND LOOKING AT THESE NUMBERS -- AND THANK YOU FOR PUTTING THAT TOGETHER, MR. BERGHOLME BECAUSE THAT IS WHAT WE WERE SEEKING IS WHAT IS THE FINANCIAL IMPACT IN THE DECISIONS THAT WE MAKE? AND I WOULD HAVE TO SAY THAT I SUPPORT YOUR RECOMMENDATION THAT YOU STATED EARLIER. I WOULD LIKE TO GET THAT IN WRITING WHEN YOU HAVE THE OPPORTUNITY WITH ANY DETAILS THAT YOU WOULD LIKE TO ADD TO IT. BUT I WOULD LIKE TO BE ABLE TO HAVE THAT IN WRITING AND BE ABLE TO SHARE THAT AMONG MY CONSTITUENTS SO THAT THEY KIND OF SEE THE DIRECTION THAT THE SCHOOL DISTRICT IS GOING TO TAKE, COULD POTENTIALLY TAKE OR WHAT'S RECOMMENDED BY THE SCHOOL DISTRICT. AND I HAVE TO SAY THAT I SUPPORT THAT RECOMMENDATION WITH THAT CAVEAT OF PROFESSIONAL DEVELOPMENT AND LOOKING TO SEE WHAT THAT'S GOING TO LOOK LIKE, WHAT'S THE PLAN FOR PROFESSIONAL DEVELOPMENT, AND HAVING OUR TEACHERS, ENGAGING OUR TEACHERS, AND HOW CAN WE UTILIZE COLLEGE BOARD AS WE SHOULD BE WITH FACILITATING SPRINGBOARD, CAN CURRENT TEACHERS AND NEW TEACHERS, AND MAKING SURE THAT WE HAVE THE BUY-IN, BECAUSE MY PERCEPTION FROM ALL OF THE PEOPLE THAT HAVE SPOKEN TO ME ABOUT SPRINGBOARD IS THAT MANY TEACHERS DON'T HAVE THE BUY-IN, AND MAYBE DURING THAT IMPLEMENTATION PROCESS, MAYBE THAT'S WHERE WE NEED TO FOCUS AND GO BACK AND SAY, HEY, HOW DID WE SUPPLEMENT IMPLEMENT SPRINGBOARD? WHY DON'T WE HAVE THE BUY-IN FROM SOME OF OUR TEACHERS? LET'S GO BACK AND ASK THEM WHAT WE CAN DO IN ORDER FOR THEM TO REALLY EMBRACE IT. FOR THE BENEFIT OF OUR STUDENTS. BECAUSE AT THE END OF THE DAY, THAT'S REALLY WHAT IT'S ABOUT. IF WE ARE GOING TO KEEP SPRINGBOARD, IF IT'S THE RESPONSIBLELY FINANCIAL THING TO DO, WHICH IT SOUND TO BE, THEN WE HAVE TO FIGURE OUT HOW DO WE MAKE THE CHANGE, HOW DO WE CHANGE IT, HOW DO WE IMPROVE IT, HOW DO WE GET OUR TEACHERS TO REALLY EMBRACE IT ON BEHALF OF OUR STUDENTS FOR THEIR BENEFIT? THAT IS, I THINK, MY BIGGEST CONCERN AS A SCHOOL BOARD MEMBER IS JUST MAKING SURE OUR STUDENTS FEEL LIKE WE ARE GIVING THEM THE BEST ENVIRONMENT TO SUCCEED AND GIVE THEM THE TOOLS THIS THAT THEY NEED TO SUCCEED AS STUDENTS. THANK YOU. >>

 MAY I SAY, IN RESPONSE, THANK YOU. THANK YOU FOR BRINGING THE COMMENTS OF THE STUDENTS. THEY ARE WHAT THEY ARE. AND WHETHER THEY ARE TRUE OR NOT, THEY ARE TRUE TO THOSE STUDENTS. AND WHEN I WENT TO SOME OF THE HIGH SCHOOLS, AND I DID ASK THE STUDENTS WHAT THEY THOUGHT ABOUT SPRINGBOARD, THEY SAID A LOT OF WHAT YOU SAID. IT WAS BORING, AND IT WASN'T ENGAGING ENOUGH. SO ERIC AND I SPOKE ABOUT THAT, AND HOW IMPORTANT IT IS FOR THE TEACHERER TO TAKE OVER IN THAT ROLE AND USE THOSE STRATEGIES THAT THEY HAVE LEARNED AND THOSE STRATEGIES TO ENGAGE STUDENTS, BECAUSE WITHOUT A TEACHER, IT'S VERY DIFFICULT TO RELY ON A BOOK TO DO THAT. THAT'S REALLY WHERE THE TEACHER COMES IN, AND THAT'S WHY WE VALUE OUR TEACHERS SO MUCH, BECAUSE THEY HAVE THOSE SKILLS TO DO THAT. SO WE HAVE HAD THOSE CONVERSATIONS, AND WE KNOW WHAT WE WANT THE ULTIMATE CLASSROOM TO LOOK LIKE AS FAR AS STUDENT ENGAGEMENT AND THE LAST THING I EVER WANT IN OUR SCHOOLS IS FOR OUR CHILDREN TO BE BORED. I AM TOTALLY, TOTALLY AGAINST THAT. SO WE DON'T TAKE THAT LIGHTLY. I DO NOT TAKE THAT LIGHTLY AT ALL. BUT ONE OTHER THING THAT HAS REALLY COME TO MY ATTENTION IN LIGHT OF THESE CONVERSATIONS HERE TODAY -- AND I'M SO GLAD WE CAN HAVE THIS KIND OF ENVIRONMENT WHERE WE CAN TALK, AND PERHAPS AMONG ALL OF US NOT KNOW EVERY SINGLE ANSWER RIGHT NOW, BUT BE OKAY WITH THAT, BE OKAY WITH JUST HAVING A REAL HELPFUL DIALOGUE. BUT WHEN YOU TOLD ME ABOUT THE BOOK, MRS. VALDEZ -- AND I HAVEN'T READ THAT BOOK, AND I AM NOT FAMILIAR WITH IT. AND YOU JUST SAID SOMETHING THAT A SENIOR SAID ABOUT BOOKS BEING RACIST OR SEXIST. OKAY, SO CLEARLY, WE ALL KNOW THAT THAT IS THE LAST KIND OF BOOK WE WOULD EVER WANT IN OUR DISTRICT. BUT HERE WE ARE TALKING ABOUT THE FACT THAT THESE BOOKS ARE HERE. SO THIS IS WHAT I WOULD LIKE TO SAY IN RESPONSE TO THAT. BEING IN EDUCATION FOR 30 YEARS, I HAVE READ AND HAD MY STUDENTS READ, AND SEEN TEACHERS WHEN I WAS A SCHOOLTEACHER PRESENT TEXTBOOKS FOR STUDENTS TO READ THAT HAD INAPPROPRIATE MATERIAL IN IT AS FAR AS SEXISM AND RACISM. HOWEVER, IT WAS USED FOR A REASON. IT WAS USED WITH A PURPOSE, TO HAVE VERY MEANINGFUL CONVERSATIONS IN THE CLASSROOM, AND LESSONS TO BE LEARNED FROM INAPPROPRIATE BEHAVIOR, AND HOW PEOPLE WERE HURT AND DISCRIMINATED AGAINST, AND IT WAS USED TO TEACH A POINT. AND I DON'T KNOW IF THOSE BOOKS ARE USED IN THAT WAY, BECAUSE I AM NOT -- I DON'T HAVE -- HAVEN'T READ THE STORY ABOUT THE LITTLE GIRL. SO THERE'S TWO THINGS. IN THE END, WAS THERE AB LESSON TO BE LEARNED BY THAT LITTLE GIRL? BECAUSE THEN, IF THERE WAS, IT WASN'T SUCH A BAD BOOK. OR IF THERE WASN'T A LESSON TO BE LEARNED IN THAT BOCK, DID THE TEACHER USE IT TO HAVE THAT IMPORTANT CONVERSATION? SO THE TEACHER WHO USES THAT BOOK IN HER CLASSROOM COULD BE WATCHING THIS GOING, WAIT A MINUTE, THAT'S ME, I USE THAT BOOK, AND WE HAD A GREAT LESSON CONVERSATION THAT CAME OUT OF THAT. AND THAT'S THE PART I DON'T KNOW. AND THERE'S A POSSIBILITY. SO I AM NOT SAYING -- I'M SAYING I DON'T KNOW. AND I'M SAYING IT'S IMPORTANT THAT I DO KNOW. SO I AM GOING TO PERSONALLY CONTACT THE SPRINGBOARD DEVELOPERS, AND I AM GOING TO FIND OUT WHY, AND WHAT IS THE PURPOSE BEHIND THE LANGUAGE AND THE CONTEXT THAT SOME PEOPLE ARE VIEWING AS RACIST OR SEXIST, AND HOW ARE WE SUPPOSED TO BE USING THAT TO ALIGN WITH OUR PHILOSOPHY IN OUR DISTRICT? >>

 AND I WOULD AGREE WITH YOU THAT IT COULD BE A VERY USEFUL LEARNING TOOL FOR OUR STUDENTS IF APPROPRIATELY UTILIZED. RIGHT. AND ONE OTHER THING BEFORE I MOVE ON, BEFORE WE MOVE ON, IS I WOULD LIKE -- I WOULD REQUEST THAT WE FOCUS -- WE HAVE A DILIGENT FOCUS ON MIDDLE SCHOOL. I'M WORRIED ABOUT SPECIFICALLY ABOUT ALGEBRA. I HAVE TWO SONS WHO ARE BOTH FAILING ALGEBRA. SOME OF IT IS BECAUSE THEY ARE JUST LAZY. BUT THE REASON I WAS LATE THIS MORNING IS BECAUSE MY 8th GRADER WAS SICK, COUGH-COUGH, BECAUSE HE WAS AFRAID HE WASN'T PREPARED, EVEN THOUGH HE HAD STUDIED AND DONE HIS PACKET. SO I'M CONCERNED ABOUT ALGEBRA AND OUR EFFECTIVENESS AND LOOKING AT THE CHART THAT YOU PROVIDED TO US ABOUT INSTRUCTIONAL MATERIALS REVIEW BY ED REPORTS ON ALGEBRA. THAT CHART CONCERNS ME A LOT. AND IT ALIGNS WITH BOTH OF MY CHILDREN, BOTH OF MY OLDER TWO ANYWAY. AND MY DAUGHTER WILL BE STARTING MIDDLE SCHOOL NEXT YEAR, AND I JUST WANT TO MAKE SURE THAT WE ARE REALLY FOCUSED ON THE CHALLENGES THAT SOME OF OUR STUDENTS ARE FACING WITH THE MIDDLE SCHOOL, SPRINGBOARD CURRICULUM. SO THANK YOU. >>

April Griffin: THANK YOU, MEMBER SNIVELY. MRS. VALDEZ. >>

Susan Valdes: THANK YOU, MADAM CHAIR. I FORGOT TO ASK A QUESTION. I'M GOING TO ASK THIS QUESTION BECAUSE I REALLY DON'T KNOW THE ANSWER TO IT. BUT I HAVE HEARD WHERE THEY SAID THERE ARE 6th GRADERS ARE NOT CAPTURING THE CURRICULUM AS EASY OR THIS TEXT, IF YOU WILL. WHAT ARE THEY DOING IN ELEMENTARY, MAYBE THE 4th OR 5th GRADE, TO SPRINGBOARD THE SPRINGBOARD, AND HELP THAT TRANSITION? IS THERE ANYTHING I DON'T KNOW? IS THAT SIMILAR TO THE AR BOOKS THAT THE KIDS READ AND TAKE THAT LITTLE AR TEST? >>

Jeffrey Eakins: ACCELERATED READER? IT'S NOT PROBABLY WHAT THEY ARE DOING WITH REGARD TO HOW TO GET AN UNDERPINNING, THE FOUNDATIONS THAT THEY NEED. THAT REALLY GOES TO THE ALIGNMENT OF TEACHING TO THE STANDARD IN OUR ELEMENTARY SCHOOLS. WE CAN, IF YOU WANT, I KNOW THE ELEMENTARY STAFF ISN'T REPRESENTED HERE TODAY BUT ELIZABETH CAN CERTAINLY GIVE A REPORT BACK TO THE BOARD ON SOME OF THE THINGS THAT THEY ARE DOING. >>

Elizabeth Agresta: A LOT OF MY BACKGROUND IS ELEMENTARY SO I FEEL VERY COMFORTABLE IN THAT AREA. BUT I CAN SAY IT REALLY IS WHAT MR. EAKINS JUST SAID. IT'S ALIGNMENT TO STANDARD. SO, YOU KNOW, JUST THAT WHOLE TRANSITION, IT HAS ALWAYS BEEN DIFFICULT FROM ELEMENTARY TO MIDDLE SCHOOL. I DON'T CARE WHAT PROGRAMS YOU ARE USING. IT'S ALWAYS BEEN DIFFICULT. JUST. >>

 JUST LIKE MIDDLE TO HIGH. SOMETHING HAPPENS THAT FRESHMAN YEAR. >>

Elizabeth Agresta: RIGHT. I THINK THAT IN ITSELF IS HUGE. BUT THERE'S ALWAYS, MRS. VALDEZ, ALWAYS AN OPPORTUNITY TO GO BACK AND EXPLORE, IF WE ARE DOING ALL THAT WE CAN TO HAVE THOSE CONVERSATIONS BETWEEN OUR MIDDLE SCHOOLTEACHERS AND PRINCIPALS AND OUR ELEMENTARY SCHOOLTEACHERS AND PRINCIPALS, BECAUSE THERE'S ALWAYS GOING TO BE A GAP AND A BRIDGE, AND THOSE CONVERSATIONS NEED TO HAPPEN. SO THROWS AN OPPORTUNITY FOR THAT. AND WE NEED TO DO THAT. >>

Susan Valdes: AND JUST LISTENING TO -- ALMOST LIKE BACK PEDALING TO WHAT MRS. SNIVELY WAS TALKING ABOUT WITH THE MIDDLE SCHOOL ALGEBRA, THE LITTLE GUY THAT -- KIDS WANT TO FIND AN ANSWER TO THAT RIGHT AWAY. BUT CONSIDERING HER THOUGHT ABOUT MIDDLE SCHOOL AND WHAT IT IS THAT WE ARE DOING, N FOURTH AND FIFTH GRADE TO SEE HOW WE CAN HELP THEM TRANSITION EASIER WITH THE TECHNOLOGY PIECE. SO THANK YOU FOR THAT. AND MY OTHER QUESTION IS, IN THE MATH SECTION, YOU SAID THAT YOU ARE GOING TO GIVE THE OPTION TO THE SCHOOLS TO CHOOSE EITHER STAYING WITH THE SPRINGBOARD OR GOING INTO THE OTHER PROGRAM. DOES THAT MEAN THAT YOU ARE ALLOWING THE SCHOOL-WIDE TO MAKE THAT DECISION? >>

 SCHOOL WIDE. >>

Susan Valdes: SO A MATH TEACHER COULD NOT SAY, MY STUDENTS DO BETTER WITH THIS PARTICULAR TOOL -- >>

Elizabeth Agresta: THAT'S RIGHT. WE HAD THAT CONVERSATION. AND I AM NEVER NOT OPEN TO A CONVERSATION. BUT BECAUSE REMEMBER WHERE WE AFTER THE FACTS WE SHARED, THE BEST SOLUTION WAS THAT THE SCHOOL WOULD MAKE THAT DECISION FOR A SCHOOL WIDE, TO STAY WITH SPRINGBOARD OR TO ADOPT THE NEW TEXT. AND WE REALIZED WHAT YOU JUST SAID, IT COULD BE TWO TEACHERS ACROSS THE HALL. NO, I WANT THE OTHER TEXT. BUT THAT WOULD BE A MESS WHEN IT COMES TO COLLECTING DATA. THAT WOULD BE REALLY DIFFICULT. >>

Susan Valdes: I WANTED TO ASK THAT QUESTION, TO PUT IT OUT THERE. I DON'T THINK THAT'S THE INTENT BECAUSE THAT WAS AN UNINTENDED CONSEQUENCE I WAS THINKING ABOUT, WHAT IS THE DATA GOING TO LOOK LIKE? HOW ARE YOU GOING TO BE ABLE TOO COMPARE? THAT WOULD BE A NIGHTMARE. I JUST WANTED TO ASK THAT QUESTION SO THAT EVERYONE IS CLEAR THAT IF YOU DON'T PARTICIPATE IN YOUR SCHOOL WIDE DECISION AND HAVE THAT REAL ROBUST CONVERSATION, A REAL ROBUST CONVERSATION ABOUT, YOU KNOW, WHAT IT IS THAT YOU WANT TO USE FOR THE BEST TOOL FOR THE STUDENT. THANK YOU SO MUCH. >>

April Griffin: THANK YOU, MRS. VALDEZ. MRS. GRAY, DO YOU MIND IF I LET MRS. SHAMBURGER GO? SHE HASN'T SPOKEN YET THIS MORNING. >>

 NO. >>

Tamara Shamburger: THANK YOU SO MUCH FOR THE PRESENTATION THIS MORNING. THANK YOU FOR PUTTING TOGETHER AN ENORMOUS AMOUNT OF INFORMATION IN SUCH A CONCISE AND JUST TIGHT PRESENTATION, VERY EASY TO UNDERSTAND. SO THANK YOU FOR THAT. SO I JUST WANTED TO SHARE WITH YOU JUST SOME OF THE CONCERNS THAT I RECEIVED, BECAUSE THIS IS NOT ABOUT ME AS A BOARD MEMBER, THIS IS ABOUT OUR EDUCATORS AND OUR STUDENTS. I JUST WANTED TO SHARE WITH YOU A COUPLE OF CONCERNS THAT I RECEIVED. BECAUSE THIS IS WHERE OUR STUDENTS AND OUR EDUCATORS. FOR ME, PROFESSIONAL DEVELOPMENT AND ENGAGEMENT IS REALLY CRITICAL OUTSIDE OF THE FISCAL PART OF THE TEXTBOOK ISSUE. SO I DID RECEIVE AN E-MAIL FROM ONE OF OUR TEACHERS, AND I THOUGHT THIS WAS A RELATIVELY GOOD IDEA. MAYBE YOU HAVE ALREADY DONE IT, CONSIDERING IT, BUT I JUST WANT TO SHARE WITH IT WITH YOU. SHE SAYS THERE ARE MANY TEXTBOOK COMPANIES THAT ORGANIZE THEIR MATERIALS MORE LOGICALLY FOR STUDENTS, PARTICULARLY AT THE MIDDLE SCHOOL LEVEL. I STRONGLY URGE YOU TO CREATE A COMMITTEE OF MIDDLE SCHOOLTEACHERS TO RESEARCH AND DETERMINE THE BEST THREE OPTIONS FOR MIDDLE SCHOOL AND ALLOW ALL MIDDLE SCHOOLTEACHERS TO VOTE ON THE FUTURE MATERIALS WE USE AS IS STATED IN THE CONTRACT. WE PROFESSIONALS SHOULD HAVE MUCH MORE INPUT ON THE MATERIALS WE USE WITH OUR STUDENTS THAN WE HAVE IN RECENT HISTORY. SO I THINK THAT'S VERY IMPORTANT, AND WHEN WE TALK ABOUT PROFESSIONAL DEVELOPMENT, JUST ALWAYS INCLUDING THE END USERS, EITHER THE TEACHERS THAT WILL HAVE TO SUPPLEMENT. I THINK THAT WILL BE A GREAT IDEA TO INCLUDE THEM AS WE MOVE FORWARD IN PROFESSIONAL DEVELOPMENT. PIGGYBACKING OFF OF MEMBER VALDEZ, ALSO, I GOT ANOTHER CONCERN. JUST REGARDING THE ABILITY TO CHOOSE THE TEXTBOOKS, I GUESS IN THE MATH PORTION. ANOTHER TEACHER RESPONDED, OR COMMENTED, THAT FAR TOO MANY SCHOOLS HAVE NOT USED THE SPRINGBOARD TEXTBOOK AS MANDATED BY THE DISTRICT. HER CONCERN IS ARE THESE TEXTBOOKS JUST SITTING IN A BOX COLLECTING DUST, NOT BEING USE READY, JUST WASTING OUR MONEY? SO I WANT TO BRING THAT TO YOUR ATTENTION ONLY TO LET YOU KNOW THAT THAT IS A VALID CONCERN AND SOMETHING THAT I WILL BE CONCERNED ABOUT AS WELL, THAT WHEN WE SAY YOU HAVE THE OPTION TO USE THIS OR YOU DON'T HAVE TO USE IT, OR IF IT IS MANDATED IN THE ELA, ARE THEY, YOU KNOW, I GUESS, ARE THEY USING IT? IS THERE A PROCESS? IS THERE A POLICY THAT THEY HAVE TO USE? DO THEY STILL HAVE LEVERAGE OR OPPORTUNITY TO USE OTHER TEXTBOOKS? AND, IF SO, I REALLY, I GUESS, DON'T UNDERSTAND THE POINT OF THAT IF WE SAY THIS IS THE BEST BOOK. THAT'S ALL. I JUST WANTED TO SHARE THOSE WITH YOU. >>

Jeffrey Eakins: AND THOSE ARE GREAT POINTS, TAMMY, AND I'LL THE TEAM RESEARCH SOME OF THOSE THINGS YOU PRESENTED AND PRESENT THAT BACK TO THE BOARD FOR YOU. >>

April Griffin: THANK YOU, MRS. GRAY. >>

Elizabeth Agresta: VERY BRIEFLY, AND ACTUALLY, TAMARA, THIS IS REALLY HAVING TO DO WITH WHAT YOU JUST SAID. SO ONE OF THE THINGS, ONE OF MY GOALS -- AND I'M SURE YOUR GOALS, ELIZABETH -- IS TO BRING A POSITIVE PERCEPTION OF OUR HILLSBOROUGH COUNTY PUBLIC SCHOOL SYSTEM AND IN SO DOING I THINK THOSE REMARKS THAT MRS. SNIVELY SHARED, WE WOULD RATHER HAVE ANOTHER TYPE OF REMARK, BUT AT ANY RATE, WHENEVER WE CAN GET A POSITIVE, GLAMOROUS, IF YOU WILL, POSITION AND PUT IT OUT THERE IN THE PUBLIC, I JUST THINK WE SHOULD TAKE ADVANTAGE OF IT, BECAUSE WE ARE NAILING IT WITH TECHNOLOGY, NAILING IT WITH INTELLECTUAL, YOU KNOW, COG SEDANS AND ALL THOSE WORDS. WE SHOULD BE VERY PROUD, WE SHOULD BE EXTREMELY -- I'M JUST SO HAPPY WITH ALL THAT YOU HAVE INVESTED IN PUTTING THIS TOGETHER. WE NEED TO SHARE IT WITH THE PUBLIC AND LET THEM KNOW WE ARE ON TOP OF THIS, AND WE HAVE GOT TECHNOLOGY IN THE HANDS OF OUR KIDS. YES, WE NEED TO PAY ATTENTION TO THOSE COMPLAINT. THEY ARE VERY SERIOUS. AND YOU ARE. BUT WE WANT TO SEE THAT. WE WANT TO SEE THE PUBLIC BE ON BOARD. NOW, PERCEPTION IS REALITY.  SO MELISSA, PLEASE DON'T SHARE ANY OF THOSE CARDS ON THE PUBLIC FORUM. BUT THEY ARE IN PUBLIC RECORD, SO AT ANY RATE, IF IT'S TRUE, ANYWAY, THAT'S ALL I WANT TO SAY. THANKS. >>

April Griffin: MRS. GRIFFIN? >>

April Griffin: THANK YOU. AND I WANTED TO WAIT UNTIL I HEARD BOARD MEMBERS COMMENTS SO I'LL LOOK FORWARD TO WHAT YOU HAVE TO SAY, MADAM CHAIR. AND I GUESS THE FIRST QUESTION I HAVE TO ASK IS, MR. EAKINS, WE HAD A CONVERSATION LAST WEEK -- AND I DON'T WANT TO PUT YOU ON THE SPOT BUT I AM GOING TO. THAT'S NOT MY INTENT. OUR GRADUATION RATES, WE JUST GOT INFORMATION BACK FROM OUR OWN IN-HOUSE PEOPLE -- >>

Jeffrey Eakins: STATE HASN'T RELEASED THAT. I'M COMMUNICATING WITH THE STATE TO SEE WHEN THAT MIGHT COME OUT IF AT ALL THIS WEEK. >>

April Griffin: ARE YOU WILLING TO -- >>

Jeffrey Eakins: WE HAVE PRELIMINARY DATA THAT OBVIOUSLY OUR PRELIMINARY DATA SHOWS THAT OVERALL AS A DISTRICT OUR GRADUATION RATES FOR 15-16 WHICH WAS OUR LAST YEAR STUDENTS THAT JUST GRADUATED GRADUATED IN JUNE INCREASED BY OVER 3%, WHICH IS A VERY POSITIVE SIGN, WHICH IS CLOSE TO 585 STUDENTS MORE THAT GRADUATED IN THE ENUMERATOR COMPARED TO THE DENOMINATOR. THAT'S A GOOD THING. AND THE OTHER PIECE TO OUR PRELIMINARY DATA IS SHOWING THAT OUR GAPS ARE CLOSING. IN THE VARIOUS GROUP WHICH IS CRITICAL TO THE US THE OF NOT -- SUCCESS OF NOT ONLY THE DISTRICT BUT THE COMMUNITY. >>

April Griffin: AND THE QUESTION I ASKED YOU WHEN WE HAD THIS CONVERSATION LAST WEEK IS ARE WE ON TRACK FOR 2020? WE TALK ABOUT 09% BY 2020 AS OUR GOAL. ARE WE ON TRACK FOR 2020? >>

 I'M REALLY GOOD AT CONNECTING THE DOTS. I DID THAT WELL WHEN WAS IN ELEMENTARY SCHOOL. I HAVE TAKEN THE TRAJECTORY WHEREOF WE WERE AT, 73.5 TO 76 TO -- IF IT IS 79 OR 79.1. IF WE CONTINUE THAT TRAJECTORY WE WILL BE NOT ONLY MEETING BUT EXCEEDING OUR GRADUATION RATE. >>

April Griffin: SO UNDERSTANDING DATA AND UNDERSTANDING HOW THAT WORKS, TOO, A BIG PART OF THE SUCCESS THAT WE SEE OUR NEEDS GRADUATION AND THESE GRADUATION RATES ARE CATCHING THE KIDS THAT ARE FAILING THE FSA AND GETTING THEM INTO AN ALTERNATIVE TESTING ENVIRONMENT THAT WILL HELP THEM EARN THEIR GRADUATION -- OR THEIR DIPLOMA. WE ARE GOING TO HAVE TO START FOCUSING ON THOSE MID KIDS A LITTLE MORE, AND THAT'S WHAT OVER MY YEARS AND YEARS AND YEARS OF RESEARCHING AND TALKING TO TEACHERS AND TALKING TO STUDENTS ABOUT SPRINGBOARD, THOSE ARE THE KIDS THAT I'M REALLY FOCUS DOLLARS ON AS WE ARE SAYING THIS. I'M FOCUSED ON THE GRADUATION PIECE BECAUSE THAT'S HUGE. BUT THERE'S BEEN THAT NEXT GROUP OF KIDS THAT WE HAVE GOT TO FIGURE OUT HOW TO CAPTURE. AND BOARD MEMBERS, I'M SO SORRY I WAS LATE, BUT UNDERSTAND THAT I HAD YEARS OF RESEARCH UNDER MY BELT WITH THIS, YEARS OF CONVERSATIONS WITH STAFF, YEARS OF CONVERSATIONS WITH TEACHERS AND STUDENTS. THE RECOMMENDATION, I UNDERSTAND IT FROM A FISCAL PERSPECTIVE, I GET IT. I UNDERSTAND WHERE WE ARE AT. THAT BEING SAID, I FEEL LIKE WE MAY HAVE BEEN BACKED INTO A CORNER A LONG TIME AGO WHEN WE STARTED HAVING THESE CONVERSATIONS, AND WE DIDN'T GET OUR DATA IN A TIMELY FASHION. SO ANOTHER YEAR PASSED. AND HERE WE ARE. AND SO I GET IT. I'M SUPPORTIVE OF IT BECAUSE IT'S WHAT WE HAVE TO DO IN THIS CONVERSATION. I'M STARTING LOOKING AT OUR GRADUATION RATES. THOSE ARE GOING UP. I CANNOT WAIT TO SEE THE DATA FROM THIS STATE. BUT AGAIN WE HAVE LOOKED AT WHAT HAS CONTRIBUTED TO THAT INCREASE. WE NEED TO EXPAND THAT WORK, BY THE WAY, WITH OUR FUNDING, BECAUSE WHEN WE TALK ABOUT ROI, WE ARE SEEING IT. SO HOW ARE WE PUTTING THOSE DOLLARS TO WORK GETTING OUR KIDS ACROSS THE STAGE? THAT'S OUR ULTIMATE GOAL. THAT BEING SAID, YOU HEAR ME WHEN I SAY -- AND BOARD MEMBERS SHAKE YOUR HEAD IF YOU AGREE WITH ME -- THERE IS MORE EMPHASIS THAT WE NEED TO PUT IN THAT AREA, MORE FUNDING RESOURCES, MORE MANPOWER AND WOMAN POWER RESOURCES. THAT HUMAN CAPITAL. BECAUSE I THINK WE FIGURED SOMETHING OUT. AND THERE'S SEVERAL OF US SITTING UP HERE OVER THE YEARS WHO HAVE BEEN WATCHING THE WORK BEING DONE IN THE COMMUNITY, AND SO GRATEFUL THAT YOU HAVE MANAGED TO HARNESS THAT ENERGY AND FOCUS IT. THAT BEING SAID, WE HAVE GOT TO START WORKING ON THOSE MID KIDS. AND I DON'T BELIEVE THAT THIS CURRICULUM IS DOING IT. AND I HAVE BEEN IN THE CLASSROOM AND I HAVE SEEN IT AT WORK AT ITS FINEST. VISITED THE SAME CLASSROOMS MRS. HARRIS DID. PHENOMENAL TEACHER. NO, MA'AM FALL STUDENTS. THE WAY THAT SHE WORKED WITH THAT CURRICULUM WAS AMAZING. I WAS JUST IN AWE OF HER. I THINK SHE COULD DO THAT WITH ANY CURRICULUM. YOU GIVE HER ANY CURRICULUM AND I THINK SHE COULD DO THAT. I'M REALLY CONCERNED ABOUT THE -- BECAUSE I READ THIS REPORT, AND I'M REALLY CONCERNED ABOUT THE ELL ASPECT OF THIS, BECAUSE, AGAIN, THAT'S ANOTHER FOCUS. AND THIS BOARD HAS SAID THAT WE WANT TO CREATE POLICIES BASED ON DEMOGRAPHIC SHIFTS IN OUR COMMUNITY. AND ONE OF THE BIGGEST DEMOGRAPHIC SHIFTS IS OUR HISPANIC COMMUNITY, OUR LATINO COMMUNITY. AND THE LANGUAGE BARRIER. SO THAT'S SOMETHING THAT REALLY, IF WE ARE GOING TO PUT OUR EMPHASIS SOMEWHERE IN LOOKING AT THE CURRICULUM THAT IS OUT THERE, WE NEED TO FIND ONE THAT ADDRESSES THAT CONCERN. TAMPA BAY IS A HUB FOR IMMIGRATION. WE HAVE AN AIRPORT HERE. WE HAVE A COMMUNITY HERE THAT DRAWS IMMIGRANTS. AND WE NEED TO SUPPORT THAT. WE NEED TO SUPPORT THOSE STUDENTS AND GET THEM ACROSS THE STAGE, TOO. SO THAT'S ONE PIECE THAT WAS REALLY CONCERNING TO ME. AS FAR AS THE TRAINING IS CONCERNED, I TOLD STAFF A WHILE BACK, DON'T USE THAT AS AN EXCUSE WITH ME. PD IS GOING TO BE WITH ANY CRIM CURRICULUM WE HAVE. WE ARE GOING TO HAVE TO PUT EMPHASIS INTO SPRINGBOARD, PD. WE ARE GOING TO HAVE TO PUT EMPHASIS INTO ANY CURRICULUM WE HAVE, AS JUST AN EMPHASIS THAT WE HAVE AS A DISTRICT. SO THAT FOR ME IS A WASH. PD IS A NUMBER I DON'T EVEN LOOK AT BECAUSE WE ARE GOING TO DO THAT REGARDLESS. THIS IS A WORLD WHERE MONEY IS DRIVING EVERYTHING. WE USED TO HAVE A MILITARY -- WELL, WE STILL HAVE A MILITARY INDUSTRIAL COMPLEX AND THAT FUNDING HAS RECENTLY GROWN. THERE'S ALSO AN EDUCATIONAL INDUSTRIAL COMPLEX. YOU HEARD ME SAY THAT A HUNDRED TIMES IF YOU HEARD ME SAY IT ONCE. THERE'S A LOT OF MONEY TO BE MADE. PEOPLE AT SPRINGBOARD, THE COLLEGE BOARD, ARE BRILLIANT MINDS. THEY ARE BRILLIANT MINDS. AND LET ME TELL YOU WHAT, FROM A BUSINESS PERSPECTIVE, THIS PLAN IS A GREAT THREE YEAR PLAN THAT WILL ALLOW THEM TO PUT THE FUNDING THAT THEY NEED, ALSO ALLOWS THEM TIME TO RALLY, TIME TO RALLY OUR EMPLOYEES, AND GET PEOPLE ON BOARD. I JUST FEEL LIKE PEOPLE ARE TOO, TOO INVESTED IN IT. SO I UNDERSTAND -- I HAVE ONE MORE QUESTION, AND THEN I WILL YIELD THE FLOOR. RESTATE YOUR RECOMMENDATION FOR ALL TO HEAR, FOR ME TO HEAR SINCE I WAS NOT HERE, SO THAT I CAN CONSIDER IT. >>

Elizabeth Agresta: OKAY. I TALKED FOR A LITTLE WHILE SO YOU ARE GOING TO MISS -- WE ALL WANT THE SAME THING FOR OUR TEACHERS TO HAVE THE BEST. OKAY. AND WE DO. AND I ALSO SAID WE HAVE HAD A CHANCE TO REFLECT ON THIS, TALK ABOUT THIS, DISCUSS THIS FOR A FEW WEEKS. THIS ISN'T FINDING THE RIGHT WORD, THIS IS NOT A HARD-CORE RECOMMENDATION LIKE THE OFFICE OF TEACHING AND LEARNING SAYS WE HAVE TO DO THIS. THIS WAS -- WE FELT THE BEST OPTION AT THE TIME, AND THAT'S WHY WE OPENED -- >>

April Griffin: UNDERSTANDING THE FINANCIALS THAT ARE ATTACHED TO IT. I WANT YOU TO UNDERSTAND, I'M THERE. >>

 JUST WANTED YOU TO HEAR THAT PART. ABSOLUTELY. SO OUR RECOMMENDATION FOR ELA IS TO STICK WITH THE STATE ADOPTED BOOK THAT WE HAVE FOR THE NEXT TWO YEARS UNTIL THE NEXT STATE ADOPTION ROLLS AROUND. AND WE HAD REASONS TO DO THAT, OF COURSE. BUT I THINK TWO OF OF THE MAIN REASONS WERE THE FINANCIAL IMPACT OF NOT STICKING WITH SPRINGBOARD FOR THE NEXT TWO YEARS, AND THEN ALSO THAT IF WE MOVED AWAY FROM SPRINGBOARD AND WE CHOSE THE OTHER STATE ADOPTED TEXT, WE ARE CHOOSING A TEXT THAT'S NOT ALIGNED WITH THE NEW STANDARDS. SO IT'S NOT LIKE THERE'S AN OPTION OUT THERE THAT'S PERFECTLY ALIGNED, WHICH WOULD EVEN MAKE SENSE FOR US TO GO WITH. AT LEAST THAT'S WHAT WE WERE THINKING. AND THEN THE PIECE THAT'S MISSING FROM THAT, THAT MAKES IT NOT OKAY IF WE JUST STOPPED THERE, IS IF WE DON'T HAVE A SPECIFIC PLAN FOR PROFESSIONAL DEVELOPMENT TO START HAPPENING IMMEDIATELY IN JANUARY. IT HAS TO BE A PLAN FOR THE MISSING PROFESSIONAL DEVELOPMENT. THAT HAS NOT HAPPENED, AND A PLAN TO ADDRESS OUR NEEDS FOR OUR ELL STUDENTS, WHICH HAS ALREADY BEEN STARTED BECAUSE WE HAVE A NEW BOOK, AND A NEW PROGRAM FOR ELL STUDENTS TO HELP THEM. SO THAT'S NEW AND IT'S BEEN ADDED THIS YEAR. SO WE'LL MOVE FORWARD WITH THAT. WE'LL MOVE FORWARD WITH PD IN THE DIGITAL ARENA, AND ALSO WITH VOCABULARY. SO WE HAVE GIVEN SOME THOUGHT TO THE PD, AND THAT IS NOT GOING TO BE TAKEN LIGHTLY. WITH MATH, THE RECOMMENDED OPTION IS TO ALLOW SCHOOLS TO MAKE THE DECISION THEY FEEL IS BEST FOR THEIR STUDENT POPULATION, THEIR TEACHER NEEDS, TO STICK WITH SPRINGBOARD UNTIL THE NEW ADOPTION, OR TO USE THE OTHER STATE ADOPTED MATH BOOK WHICH IS ALREADY BEING USED IN SOME OTHER MATHA CLASSES, SO TEACHERS -- AND THAT'S BIG BECAUSE TEACHERS HAVE A FAMILIARITY WITH IT. IT WOULDN'T BE LIKE ADOPTING A BRAND NEW BOOK THEY HAVE NEVER SEEN BEFORE. SO THEY HAVE A CHOICE. THE SCHOOL WOULD CHOOSE TO GO WITH EITHER SPRINGBOARD OR THE OTHER STATE-ADOPTED TEXT AT THE SAME TIME. IT WOULDN'T BE, YOU KNOW, YOU ARE A MATH TEACHER, I'M A MATH TEACHER, YOU WANT SPRINGBOARD, I WANT GO-MATH. NO. IT HAS TO BE ONE OR THE OTHER FOR THE SCHOOL. SCHOOL-WIDE. BUT THEY WOULD HAVE THAT LOCAL DECISION. IN A NUTSHELL, THAT'S WHAT THE RECOMMENDATIONS ARE. >>

April Griffin: THANK YOU. THANK YOU SO MUCH. MATH HAS NEVER BEEN REALLY THE PROBLEM WITH SPRINGBOARD. NOT QUITE THE LEVEL THAT LANGUAGE ARTS HAS BEEN. I HAVE HEARD MORE FROM LANGUAGE ARTS TEACHERS. THEY ARE MORE VOCAL AND MAY BE ABLE TO PUT THEIR THOUGHTS INTO WORDS MORE THAN MATHEMATICIANS. MAYBE THAT'S WHAT IT IS. WHO KNOWS? SO UNDERSTAND THIS IS SOMETHING NEW, ADOPTED. I MEAN, YOU ADOPTED THIS, YOU INHERITED. BELIEVE ME. >>

 BELIEVE ME, I DO KNOW THAT APRIL AUTOPSY I WANT TO SAY THAT FOR THE RECORD, YOU INHERITED THIS. AGAIN, I FEEL LIKE WE, AND MR. SUPERINTENDENT, WE NEED TO BE MUCH MORE AGILE IN MEETING THE CONCERNS OF THIS BOARD. I WILL SAY THAT THIS PROCESS -- AND YOU HAD YOUR PLATEFUL, BUT YOU HAVE STAFF THAT WORKS FOR YOU THAT NEEDS TO BE AGILE AND RESPONSIVE TO THIS BOARD ON YOUR BEHALF. BECAUSE THIS IS A CONVERSATION THAT'S BEEN GOING ON FOR QUITE SOME TIME. AND WE HAVE MISSED CERTAIN TIMELINES HERE AND THERE. WE ARE IN A PLACE NOW WHERE WE HAVE TO MAKE SOME DECISIONS BASED ON FINANCIALLY WHAT'S BEST. I UNDERSTAND THAT. I'M HAVING TO SWALLOW THIS ONE. I UNDERSTAND THAT SPRINGBOARD IS GOING TO BE A PART OF WHAT WE ARE LOOKING AT AS WE MOVE FORWARD. AND I KNOW THAT FOR SOME TEACHERS, IT'S GREAT. IT'S GREAT. FOR OTHER TEACHERS, NOT SO MUCH. AND IF EVERY TEACHER IN OUR DISTRICT WAS LIKE THAT TEACHER, I OBSERVED, WE WOULD HAVE STUDENTS TEACHING THE STRATUS FEAR. WE WOULD BE AT 100%, BECAUSE SHE WAS THAT KIND OF TEACHER. SO WHAT I ASK MOVING FORWARD, SO I WILL BE SUPPORTIVE OF THIS. THE PD IS GOING TO HAVE TO BE THERE REGARDLESS, AND KEEP THAT IN MIND, REGARDLESS, AND THE INSTRUCTION SELECTION COMMITTEE -- AND I HAVE SERVED ON ONE OF THOSE AT THE STATE LEVEL. IT TOOK A YEAR OF MY LIFE. AND MY ENTIRE OFFICE. I COULD WALK -- COULDN'T WALK IN MY OFFICE BECAUSE I HAD A PATH OF BOOKS AND MATERIALS. SO WHAT I ASK IS THAT WE BE MORE AGILE IN THESE CONVERSATIONS. WHAT I ASK YOU TO KEEP IN MIND WITH THE COMMITTEE MOVING FORWARD IS THAT REGARDLESS OF ANY CURRICULUM THAT IS ADOPTED, OR RECOMMENDED FOR ADOPTION, THAT PD IS A PART OF THAT. SO THAT'S NOT AN ARGUMENT. WE ARE GOING TO HAVE TO DO PD REGARDLESS. SO PLEASE, THEY NEED TO UNDERSTAND THAT MOVING FORWARD. AND I KNOW THEY DO. BUT THAT JUST DOES NOT NEED TO BE PART OF THE ARGUMENT. AND THOSE ARE MY COMMENTS AND I'LL YIELD THE FLOOR. THANK YOU. >>

April Griffin: THANK YOU, MRS. GRIFFIN. I AM GOING TO GO AHEAD AND MAKE MY COMMENTS. IT IS 10:45. WE HAVE ABOUT 15, 16 MINUTES LEFT, BOARD MEMBERS. MY COMMENTS ARE VERY SIMILAR TO MRS. GRIFFINS IN THAT I HAVE BEEN KIND OF WATCHING, FOR SOME REASON, WE ARE IN THIS MODE OF INSTEAD OF MASTERING SKILLS, WE THINK PARTIAL MASTERING IS OKAY. IT'S WHAT I LOVE ABOUT CONN ECONOMY IS THAT YOU HAVE TO MASTER THE SUBJECT MATERIAL BEFORE YOU CAN MOVE FORWARD, AND FOR SOME REASON, WE DON'T DO THAT WITH STUDENTS. AND SO THERE ARE THESE GAPS THAT GET CREATED AND THOSE GAPS GET WIDER AND WIDER AS STUDENTS MOVE THROUGH THEIR YEARS IN SCHOOL, WHICH CAN CREATE VERY BIG ISSUES FOR THEM AS THEY GET INTO LATER YEARS. AND I HAVE EXPERIENCED THIS WITH MY OWN CHILDREN AS THEY HAVE GONE THROUGH. I WOULD AGREE WITH MRS. SNIVELY, FOR OUR FAMILY, THE MATH IS PROBABLY THE BIGGEST HIT THAT WE HAVE TAKEN. ONE GRADUATED. ONE A JUNIOR. AN 8th GRADER AND ALL OF THEM HAD HAVE TUTORING AND HAD STRUGGLES. THE STRUGGLES SEEM TO START WITH THAL JA. ONE CONTENT AND NOT ENOUGH PRACTICE AND REPETITION WHICH THEY IN TURN END UP WITH A TUTOR GETTING THE PRACTICE AND REPETITION THAT THEY NEED BECAUSE THERE'S NOT TIME IN THE CLASSROOM FOR THAT. SO I DON'T KNOW HOW WE WORK THROUGH THAT AND MAKE THAT EASIER ON STUDENTS. MY CONCERN, WHEN I HEAR THAT LARGE NUMBERS OF STUDENTS AND PARENTS ARE HAVING TO HIRE TUTORS IS WHAT ABOUT THE STUDENTS WHO CAN'T AFFORD TUTORS? AND EVEN STUDENTS IN SCHOOLS THAT I KNOW TEACHERS ARE DOING EVERYTHING THEY CAN TO OFFER ADDITIONAL TUTORING. IT STILL BECOMES A BURDEN ON THE FAMILY TO GET A CHILD EARLIER, PICK THEM UP LATE SO THEY CAN GO TO AN EARLY MORNING TUTORING SESSION, WHICH WE DO THAT AS WELL. SO MY CONCERN IS -- AND I COMPLETELY GET THE FINANCIAL RESPONSIBILITY OF ALL OF THIS. BUT SOMETIMES YOU HAVE GOT TO SPEND A LITTLE MONEY TO MAKE A LITTLE GAIN. SO I'M VERY CONCERNED THAT WE ARE NOT THINKING -- WE ARE ONLY THING OF FINANCIAL RESPONSIBILITY. AND BELIEVE ME, I'M ONE OF THE MOST FINANCIALLY RESPONSIBLE PEOPLE UP HERE, THAT WE HAVE GOT TO SOMETIMES THINK ABOUT, IS THIS WHAT OUR KIDS NEED? OR DO THEY NEED ADDITIONAL THINGS? AND I WOULD AGREE WITH YOU, MRS. AGRESTA, HAVING SAT BEFORE I WAS EVER SITTING UP HERE ON AN ADOPTION SELECTION COMMITTEE FOR SOCIAL STUDIES, ELEMENTARY SOCIAL STUDIES -- PLEASE DON'T EVER ASK ME TO DO THAT AGAIN -- BUT SITTING THROUGH THE PROCESS IS VERY INTERESTING WHEN YOU LOOK AT TEXTBOOK COMPANIES AND HOW THEY CREATE WHAT THEY ARE TRYING TO GET YOU TO BUY AND HOW IT EITHER DOES NOT ALIGN TO THE STANDARD OR DOES NOT MEET THE NEEDS OF THE KIDS WHO HAVE TO ATTACH STEPS THAT ALIGN TO STANDARD. BUT WE HAVE TO -- IT'S OUR JOB TO FILL THOSE GAPS. SO I CHALLENGE US TO FILL THOSE GAPS. AND IT CAN'T JUST BE WITH SPRINGBOARD. IT CAN'T JUST BE WITH THIS TEXTBOOK ADOPTION FOR BOTH. I APPRECIATE WE ARE DOING THAT FOR OUR ELL STUDENTS. I KNOW IN THE SURVEY -- AND I AM GOING TO GO BACK TOOT SURVEY THAT WAS DONE A LITTLE BIT BECAUSE I SHARED A WHOLE PAGE OF COMMENT WAS MRS. AGRESTA BACK IN OCTOBER -- ABOUT THE SURVEY, AND THINGS THAT WERE HAPPENING. I AGREE. WE NEED TO TALK TO STUDENTS MORE AND FIND OUT WHAT IT IS THAT THEY ARE CAN CHALLENGED WITH -- SO MAKING STUDENTS PART OF THE COMMITTEE, COLLECTING INFORMATION THAT STUDENTS ARE GIVING BACK, THAT HIGH SCHOOL THAT WE ARE TALKING ABOUT IS A PRETTY ENGAGED HIGH SCHOOL WITH PHENOMENAL TEACHERS. THEY ARE NOT STRUGGLING FROM ANY OF THE THINGS WE SEE OTHER HIGH SCHOOLS OR STUDENTS STRUGGLING WITH, AND THEY ARE STILL COMMENTING THE WAY THAT THEY ARE. SO I HAVE CONCERNS ABOUT THAT. I APPRECIATE YOUR RECOMMENDATION, MRS. AGRESTA, AND YOU TAKING THE TIME TO HEAR THIS BORED AND HEAR WHAT IT IS THAT WE NEEDED AND WHAT WE WERE LOOKING FOR. I THINK WE ALL HAVE BROUGHT FORWARD TO YOU THINGS FOR YOUR TEAM TO CONTINUE TO LOOK AT AND EXPLORE, PROFESSIONAL DEVELOPMENT IS GOING TO BE -- PROFESSIONAL DEVELOPMENT AND ACCOUNTABILITY, I THINK. IT'S NOT JUST THE PROFESSIONAL DEVELOPMENT. I THINK THAT YOU CAN GET ALL THE PD IN THE WORLD, BUT IF YOU DON'T PUT IT INTO PRACTICE, AND YOU DON'T HAVE A PRINCIPAL AND AN AREA DIRECTOR, AN AREA SUPERINTENDENT, AND THEN THE CHIEF OF SCHOOLS HOLDING YOU ACCOUNTABLE FOR DELIVERING THAT MATERIAL THE WAY THAT IT NEEDS TO BE DELIVERED TO STUDENTS, IN ORDER FOR THEM TO REACH THE NUMBERS THAT WE ARE ASKING THEM TO REACH, IT JUST LIKE READING A BOOK FOR THE FUN OF IT. SO PROFESSIONAL DEVELOPMENT AND ACCOUNTABILITY HAVE GOT TO BE THERE WHEN WE ARE TALKING ABOUT PUTTING THIS IN PLACE. SO THOSE ARE MY COMMENTS. MRS. VALDEZ. >>

Susan Valdes: THANK YOU VERY MUCH, MRS. STEWART OF THE MEMBER GRIFFIN TALKED ABOUT THE EMPHASIS ON THE ELL STUDENTS. AND BOARD MEMBERS, I THINK THAT IT'S TIME THAT -- IF IT'S OKAY WITH YOU GUYS, IF WE HAVE CONSENSUS, THAT MAYBE WE HAVE AN OPPORTUNITY TO TALK ABOUT AND HAVE A REAL WORKSHOP ON THE DUAL LANGUAGE RESEARCH AND PRACTICE OF DUAL LANGUAGE. I'M TELLING YOU, TALK ABOUT A SILVER BULLET. IT'S VERY, VERY, VERY HELPFUL TO BRING STUDENT ACHIEVEMENT UP WITH THAT CONCEPT AND THAT PRACTICE. AND I WOULD LIKE TO SEE IT, IF YOU ALL ARE WILLING TO HAVE AN OPPORTUNITY TO SIT AND LISTEN TO THE EFFECTS, THE HE HAVE CA SEAS OF IT AND WHAT -- EFFICACY OF WHAT IT DOES TO STUDENT ACHIEVEMENT, IT WILL REALLY KNOCK YOUR SOCKS OFF. AND IT'S A SHAME THAT WE HAVE NOT, IN MY OPINION, ADOPTED MORE OF THAT PRACTICE HERE IN THIS PARTICULAR COUNTY. IT'S SOMETHING THAT IS THE RESEARCH, IT'S A DROP-IN-LIFE KIND OF MOMENT, NO BRAINER SO, I WOULD LIKE TO DO THAT, AND HOPEFULLY YOU WILL SEE THE SAME THING THAT I SEE AND THE RESULTS OF THOSE DISTRICTS THAT ARE REALLY HAVING THIS IN PRACTICE, AND QUITE FRANKLY WE SHOULD HAVE BEEN THE MODEL BECAUSE WE HAVE HAD IT AROUND FOR A LONG TIME, AND WE SHOULD HAVE BEEN SHOWCASING IT AND NOT CHASING SOMEBODY TO -- YOU ALL KNOW WHAT I MEAN. BUT THANK YOU VERY MUCH FOR THAT CONSIDERATION. >>

April Griffin: THANK YOU, BOARD MEMBERS. I HAVE MADE NOTE OF MRS. VALDEZ'S REQUEST, AND AS SOON AS WE GET WORKSHOP SCHEDULE ARRANGED FOR THE 2017 YEAR I WILL LET YOU KNOW. MRS. GRAY. >>

Lynn Gray: OKAY. I AM GOING TO MAKE A VERY QUICK POINT. WITH RESPECT TO MEMBER GRIFFIN'S COMMENT ON EXPERIENCE COUNTS, YES, INDEED, EXPERIENCE DOES COUNT. AND THOSE OF YOU THAT ARE ON THE STAFF OF ELIZABETH, I CAN SAY RIGHT NOW, THE YEARS OF EXPERIENCE RESONATES THROUGH YOUR RESUMÉS. ELIZABETH, HOW MANY YEARS HAVE YOU BEEN IN THIS FIELD? >>

Elizabeth Agresta: STOPPED COUNTING BUT 30. >>

 MARY, HOW MANY YEARS HAVE YOU BEEN AN INSTRUCTOR AND A DEPARTMENT HEAD? 18 YEARS. JEFF, HOW MANY YEARS HAVE YOU BEEN A TEACHER? (LAUGHTER). >>

Jeffrey Eakins: THIS IS NUMBER 30. >>

 SO IF WE ADD THAT UP -- AND DON'T MAKE ME DO THAT -- YOU CAN SEE THAT WE INDEED ARE SITTING WITH A STAFF THAT HAS YEARS OF EXPERIENCE. THAT COUNTS. IT'S RELEVANT. AND THAT'S WHAT COUNTS IN MY MIND. WITH ALL DUE RESPECT. THANK YOU. >>

April Griffin: SUPERINTENDENT? >>

Jeffrey Eakins: WELL, I MAY BE THE LAST COMMENT SO I WANT TO MAYBE WRAP SOME THINGS UP. FIRST OF ALL, TO MEMBER VALDEZ' COMMENT, I KNOW THE TEAM, I KNOW ELIZABETH AND SOME OF THE TEAM HAVE BEEN DOING SOME FURTHER RESEARCH, OBVIOUSLY MANY DISTRICTS ACROSS FLORIDA HAVE EXPANDED THAT. AND SO WE ARE ON POINT SO WE WOULD WELCOME IF THAT'S WHAT THE BOARD'S WISH IS TO DO A FUTURE WORKSHOP ON THAT. WE CAN DEFINITELY DO THAT. I WANT TO FIRST OF ALL THANK THE TEAM FOR BEING HERE. THANK YOU INFORM YOUR THOUGHTFULNESS. I KNOW ONE OF THE THINGS THAT COMES WITH A LOT OF HISTORY TO THIS PARTICULAR IMPLEMENTATION AND ADOPTION IS, YOU KNOW, A LOT OF YOUR OWNERSHIP AND BUY INTHROUGH THE YEARS BUT A LOT OF THAT HE NEEDS TO BE, HOWEVER, BALANCED WITH WHAT WE HEAR FROM THE FIELD, WHAT WE HEAR FROM OUR TEACHERS AND WHAT WE HEAR FROM OUR STUDENTS, WHAT WE HEAR FROM OUR PARENTS AROUND THIS PARTICULAR ISSUE. SO I WANT TO THANK YOU FOR ALLOWING THAT VOICE TO START TO GUIDE OUR DECISIONS AS WE MOVE FORWARD IN THIS AREA, BECAUSE ULTIMATELY THAT'S WHO WE SERVE, THAT'S WHO SERVES OUR STUDENTS, AND EVERY SINGLE DAY OUR TEACHERS IN OUR CLASSROOMS, WE HAVE TO RESPECT THEIR VOICE AND THEIR CONCERNS, BECAUSE THEY ARE REAL. I WANTED TO ENSURE THIS BOARD THAT IN GETTING TO KNOW THIS TEAM AS I HAVE HAD THROUGH THE YEARS, THESE ARE OUR EXPERTS, THESE ARE THE PEOPLE WHO I WILL RELY ON TOTALLY IN ORDER TO TAKE THIS DISTRICT FORWARD WITH REGARDS TO THE EXPERTISE IN THE FIELD, AND I VALUE THE PINS OPINIONS THAT THEY GIVE. AND THE TENACITY THAT ELIZABETH BRINGS TO THE TABLE, TO USE THAT WORD, EVERYTHING YOU SAID, YOU HAVE MENTIONED THE TEACHER HAS SAID, A STUDENT HAS SAID, OR ANYBODY ELSE HAS SAID, I GUARANTEE YOU, SHE IS NOT GOING TO LET THAT DIE IN HER MIND. SHE'S GOING TO GO BACK AND SAY, TEAM, WE HAVE GOT TO MAKE SURE THAT THESE THINGS ARE ADDRESSED, AND THAT'S ONE OF THE THINGS THAT I APPRECIATE ABOUT HER AND HER LEADERSHIP BECAUSE THAT NOISE THAT COLUMNS UP AND IT'S VALID, THE LAST THING WE WANT AROUND GREAT TEACHING AND LEARNING IS NOISE. WE HAVE TO HAVE GREAT INSTRUCTION, GREAT MOMENTUM IN THAT AREA.  SO I WANT TO THANK ELIZABETH FOR LEADING THE CHARGE TODAY IN THIS WORKSHOP AND OBVIOUSLY WE KNOW WE HAVE SOME WORK TO DO. THE SPACES INSIDE OF JUST WHAT THIS TEXTBOOK OFFERS IS WHERE WE HAVE TO DO THE WORK OF PROVIDING THE RIGHT TYPES OF RESOURCES AND SUPPLEMENTS, PROFESSIONAL DEVELOPMENT FOR OUR TEACHERS TO MEET NEEDS OF KIDS. REMEMBER, WE TEACH KIDS. WE DON'T TEACH CURRICULUM. WE TEACH KIDS. AND WE ALIGN ALL OF OUR CURRICULUM TO THE STANDARDS AND OUR TEACHING AND OUR RESOURCES TO THE STANDARD. THAT'S WASH WE DO IN HILLSBOROUGH COUNTY. SO I CAN GUARANTEE YOU THAT THIS TEAM IS GOING TO BE ON IT. AND THAT'S REALLY MY COMMENTS. >>

April Griffin: THANK YOU, MR. SUPERINTENDENT. BOARD MEMBERS, THAT PRETTY MUCH CONCLUDES OUR PRESENTATION FOR TODAY, UNLESS YOU HAVE ANYTHING ELSE, MRS. AGRESTA? ANYONE ELSE HAVE ANYTHING? I JUST WANT TO COMMENT BASED ON MRS. GRAY'S COMMENT. WE APPRECIATE THE EXPERTISE THAT IS SITTING WITH YOU, MRS. AGRESTA. BUT I ALSO WANT WOULD SAY TO THE NEWER BOARD MEMBERS WHO ARE HERE, THIS IS A PRESENTATION, AND I THINK THOSE OF US WHO HAVE BEEN HERE AND SEEN THIS PRESENTED LIKE WE NEVER HAD. THIS IS A CONVERSATION LIKE WE HAVE NEVER HAD. SO I APPRECIATE THAT, THAT YOU TOOK THE ORIGINAL CONVERSATION THAT WE HAD BACK IN THE SPRING. YOU SURVEYED TEACHERS. WE COMMENTED ON THAT. WE ARE STILL HAVING CONVERSATIONS. THERE'S A RECOMMENDATION WITH EVERYTHING ON THE TABLE. AND I THINK THAT THIS IS PROBABLY A FIRST FOR THIS DISTRICT. SO THOSE ARE WHERE THE FEELINGS AND COMMENTS COME FROM FROM THOSE OF US WHO HAVE BEEN SITTING HERE FOR A WHILE. AND I KNOW THAT IN THAT, THIS TEAM HAS GROWN. AND I APPRECIATE THAT, MRS. AGRESTA, BECAUSE I THINK YOU HAVE BROUGHT THAT TO THEM. SO I REALLY APPRECIATE YOUR PRESENTATION. THANK YOU VERY MUCH. WE ARE ADJOURNED.